Chief Learning Officer - October 2007 - (Page 27)

chunks of learning delivered in context, based on the users’ job roles and their experience level. When new physicians, nurses or health information staff members become a part of the system, they visit the Remote Operations system. They log in and receive elearning courses intended to make their use of the system very efficient. All users receive a suite of learning modules tailored to their job duties and their role in the transcription process. For example, if a physician begins using the company's digital signature feature — a process wherein the physician reviews the transcription online and affirms its accuracy — the system can offer an e-learning module specifically outlining the steps a physician uses to “esign” the transcription. The courseware is not limited to just information about the Remote Operations system. The company went one step further and began licensing content from several wellknown publishers of continuing medical education. This information was packaged in modules and offered to users of the system for a fee on a per-course-completion basis. “Physicians are required to keep up to date with medical information in order to maintain their credentials,” Bagdonas said. “Now, they have a login to one system that bundles their day-to-day work with credentialing from publishers.” Because Remote Operations has selected multiple content publishers, it can be publisher-neutral for the courseware — the hospital administrators can select which publishers they would like to offer and can offer courses from several. And the addition of learning modules allows the company to grow its user base without adding employees to manage the process. “As we add new features and services, we simply add new modules,” Bagdonas said. “The continued growth for Remote Operations relies on our use of e-learning.” Scenarios like these are playing out in many organizations today. If corporate-created e-learning is on one end of the spectrum, then peer-produced learning would be on the other end. Because peer producers aren’t tasked with learning content creation as a full-time job, the things they produce tend to be smaller and more focused. It’s not a cognitive decision to create smaller learning chunks — it’s just the reality of the time they have available to devote to it. Although nanolearning is becoming the norm, the rise of rapid learning tools is bolstering peer-produced learning. As corporate learning systems begin to adopt social media features such as commenting, ratings and recommendations, the real power of peer-produced nanolearning will be realized. Bryan Menell is the CEO of Fusion Learning Systems, a company that creates custom learning programs for large corporations. He can be reached at editor@clomedia.com. ©2006 LearnKey, Inc. LK0407 Source Code #4134-732 ©2006 LearnKey, Inc. LK0907 Source Code #4134-732 http://www.learnkey.com/clomag http://www.learnkey.com/clomag

Table of Contents Feed for the Digital Edition of Chief Learning Officer - October 2007

Editor's Letter Table of Contents Letters to the Editor Taking the Lead Trends Best Practices Effectiveness Guest Editorial Elements of Social Media Arrive on the Learning Scene Trend Micro: Making Learning More Modular CLO Profile Learning’s Role in Talent Management INTTRA: Using Global Learning to Better Enable Talent Management Operationalizing Communities of Practice U.S. Army: Sharing Lessons from the Field Looking Back, Moving Forward Leveraging Business Data to Develop Strategic Learning Solutions Chrysler LLC: Metrics, Score Cards and Automobiles Advertisers' Index Editorial Resources Connecting the Dots: Recognizing Talent Development Differences at Nonprofits Nonprofits in Health Care: Learning at ENH Case Study Business Intelligence Case Study In Conclusion

Chief Learning Officer - October 2007

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