Elearning - Winter 2005 - (Page 23)

interactivee-learning process and apply concepts; it allows us to access an expert to help sort the wheat from the chaff. And, research from the National Training Laboratory bears this out. While retention rates from noninteractive methods ranged from 5% to 30%, interactive methods provided rates from 50% to 90%. Unfortunately, the e-learning industry today has a problem. Specifically, Most elearning replicates the worst practices of education electronically. An extremely large number of e-learning course modules consist of simple content presentation via text, audio or graphics, with a few stories, video clips of experts or case studies with pre-programmed choice points. High-end e- Unfortunately, the e-learning industry today has a problem. Specifically, most e-learning replicates the worst practices of education electronically. learning adds simple or sophisticated games and simulations. Even when the courses are not mere page-turners, “interactive” is defined as choice points in the software, with pre-defined answers provided for pre-defined choices. “Evaluation” most often consists of is simple recall/recognition quizzes - the lowest skills in the learning hierarchy. This is an extremely impoverished Case Study: Sales Training A community of practice evolved, which continued even after the planned six-month end point. Sometimes interaction is required simply to support reinforcement of skills over time, rather than to deliver an entire learning solution. The Problem: A Fortune 500 company was adopting new approach to selling. Staff were brought to home office for instructor-led training, but a pilot project showed that a six month post-training reinforcement greatly impacted results. The sales force was nationally distributed, so in-person coaching was not an option. The Solution: A team center was created that had weekly activities based on the new sales method. The activities included call planners, status reports and journaling. Each week, participants filled out the appropriate form(s) in a private discussion room, and received coaching from senior staff at home office. Periodically, they came together in round tables to discuss common sales problems, using a conference call. After a couple months, participants were used to working online, and the formal structure of weekly activities morphed into open threaded discussion rooms where participants could share competitive intelligence, and techniques for selling against primary competitors. A community of practice evolved, which continued even after the planned six-month end point. Elearning! Winter 2005 23

Table of Contents Feed for the Digital Edition of Elearning - Winter 2005

Elearning - Winter 2005 Contents Editor’s Note News & Analysis Witness Buys Blue Pumpkin Deals in the Making People on the Move Trendline Executives Rate Importance of Training Requirements for Support Put Pressure on Tech Companies Hiring Trends: Small Companies, Big Plans Measuring the Return on Your E-earning Investments Building Interactivity into E-learning Partnering with Colleges and Universities for E-learning Content Strategy VoIP Voice Over IP Case Study: LMS Content Development & Collaboration Tools Case Study: ePerformance Last Word

Elearning - Winter 2005

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