Chief Learning Officer - January 2008 - (Page 35)

tactics decision to buy millions of dollars worth of e-learning found themselves in challenging positions and conveniently chose to ignore the true evaluation of ROI. They did not want the spotlight put on them for having made these investment decisions in the first place. In all of this chaos, the person who suffered the most was the employee, the learner who had been promised a dream that was rarely fulfilled. As science fiction writer Robert Heinlein once said, “A generation that ignores history has no past and no future.” Today, a plethora of new technologies continue to entice the e-learning industry. To be a training professional who’s “with it,” you need to have a new vocabulary. Past educational buzzwords have been taken over by newer ones, such as blog, wiki, avatar, intelligent agent, interactive animated pedagogical agent, role-playing, simulation, MUD, MOO, MUVEE and multiplayer gaming environment. The learning design focuses on anchored instruction, contextual learning, online apprenticeships, problem-based learning, scaffolding, situational cognition, tele-apprenticeships, distributed problem-based learning, inquiry-based learning, brain-based learning, critical-thinking skills, metalearning and reflective practice. The learning environment has moved away from the traditional course structure to cooperative learning, communities of practice, computer-supported collaborative learning (CSCL) and groupware. The question on every mind is this: Will e-learning 2.0 deliver on the new promises? While a great deal of Web 2.0 and elearning 2.0 that is being discussed is still dominated by technology-related innovations, a fair amount of thought is finally being given to more effective instructional design. The learner is becoming more important, and the term “learner-centric,” which was largely given lip service in the past, is becoming a true focus area for the industry. Becoming learner-centric for all future elearning design is almost a compulsion rather than a choice today. Gone are the days when you could force employees to go through large, unwieldy e-learning courses amid a heap of course libraries and directories that would take forever to finally get to, due to poorly designed learning management systems. So, companies are now paying attention to the new learner. However, e-learning design often continues to ape the old classroom model: Bring them in for two days, cram in eight hours of training a day, give them good meals, doughnuts and endless coffee, and certificates of participation. Obviously, this frequently didn’t achieve the desired result. But, if classroom training did not always work in the past, and we don’t change anything about the training except the fact that it is now electronic, how are we THERE’S NO PLACE QUITE LIKE IT built by training professionals for training professionals The Premier Destination for Meetings, Conferences & Executive Learning. GROUPS OF 2 TO 2000 STATE-OF-THE-ART TECHNOLOGY EXQUISITE CATERING 1,042 GUEST ROOMS Q Center CHICAGO QCENTER.COM 877 774 THEQ http://qcenter.com http://qcenter.com

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Chief Learning Officer - January 2008 Editor’s Letter Table of Contents Imperatives Selling up, Selling Down Strategies Take Five Environment Sips of Knowledge at E. & J. Gallo Winery CLO Profile Productivity UST Global: Opening Employees’ Eyes to New Learning Tactics Applying CRM Concepts to E-Learning Human Capital Capital One: Experiences in Innovation Learning Solutions Macy’s: Using Feedback to Develop One Leader at a Time Case Study Business Intelligence Advertisers’ Index Editorial Resources In Conclusion

Chief Learning Officer - January 2008

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