beyond e learning practical insights from the usa

GLOBAL WATCH MISSION REPORT Beyond eLearning: practical insights from the USA MAY 2006 Global Watch Missions DTI Global Watch Missions enable small groups of UK experts to visit leading overseas technology organisations to learn vital lessons about innovation and its implementation, of benefit to entire industries and individual organisations. By stimulating debate and informing industrial thinking and action, missions offer unique opportunities for fast-tracking technology transfer, sharing deployment know-how, explaining new industry infrastructures and policies, and developing relationships and collaborations. Around 30 missions take place annually, with the coordinating organisation receiving guidance and financial support from the DTI Global Watch Missions team. Disclaimer This report represents the findings of a mission organised by the University of Abertay Dundee with the support of DTI. Views expressed reflect a consensus reached by the members of the mission team and do not necessarily reflect those of the organisations to which the mission members belong, the University of Abertay Dundee, Pera or DTI. Comments attributed to organisations visited during this mission were those expressed by personnel interviewed and should not be taken as those of the organisation as a whole. Whilst every effort has been made to ensure that the information provided in this report is accurate and up to date, DTI accepts no responsibility whatsoever in relation to this information. DTI shall not be liable for any loss of profits or contracts or any direct, indirect, special or consequential loss or damages whether in contract, tort or otherwise, arising out of or in connection with your use of this information. This disclaimer shall apply to the maximum extent permissible by law. Beyond eLearning: practical insights from the USA REPORT OF A DTI GLOBAL WATCH MISSION MAY 2006 CONTENTS FOREWORD 4 EXECUTIVE SUMMARY 5 1 PERFORMANCE SUPPORT 8 AND COLLABORATIVE LEARNING IN THE USA 1.1 Overview 8 1.2 Terminology 8 1.3 Key findings 9 1.4 Potential impact on UK industry 12 1.5 Summary 13 2 COMMUNICATIONS, 14 PEDAGOGY AND eLEARNING 2.1 Introduction 14 2.2 Communication theory and 15 eLearning 2.3 Learners and mediated learning 16 2.4 Organisational eLearning in action 17 2.5 Conclusions and 19 recommendations 3 THE FUTURE OF BLENDED 21 LEARNING 3.1 Introduction 21 3.2 Blended learning – what’s that? 21 3.3 The changing learning landscape 21 3.4 Key findings 22 3.5 Conclusions 25 4 LEARNING DESIGN: 26 LEARNING EXPERIENCES IN A CONNECTED WORLD 4.1 Introduction 26 4.2 Instruction design – the need 26 to adapt 4.3 Informal learning and performance 27 support 4.4 Technology trends and their impact 28 on design 4.5 Virtual worlds develop real-life skills 28 4.6 Transfer, reinforcement and the 28 spacing effect 4.7 Conclusions 29 5 mLEARNING 31 5.1 What is mLearning? 31 5.2 Is mLearning a reality? 31 5.3 mLearning use today in the USA 31 5.4 Recognising mLearning 33 opportunities 5.5 Benefits of mLearning 34 5.6 Looking ahead 34 2 BEYOND ELEARNING: PRACTICAL INSIGHTS FROM THE USA 3 BEYOND ELEARNING: PRACTICAL INSIGHTS FROM THE USA 6 GAME-BASED LEARNING 35 6.1 Introduction 35 6.2 Overview 35 6.3 In the USA, is game-based learning 35 being used in the corporate and education sectors? 6.4 Which learning objectives are trying 37 to be met? 6.5 How is game-based learning being 37 used? 6.6 Who is developing the technology? 38 6.7 Is the USA the place where it is 38 happening? 6.8 What can we learn from the US 38 market? 6.9 What are the market opportunities? 39 7 LOOKING TO THE HORIZON: 40 THE CHALLENGES OF INNOVATION IN eLEARNING 7.1 Introduction 40 7.2 Faster, faster, faster more, more, 40 more 7.3 What are the most significant 40 trends in eLearning to watch for? 7.4 How much will the landscape truly 45 change in the next five years? 7.5 Where do we go from here? 48 8 CONCLUSIONS 49 APPENDICES 50 A Host and contacts 50 B Mission team and ITP 52 C List of exhibits 61 D Glossary 62 E Photo gallery 64 F Acknowledgments 66 G Bibliography and references 67 The objective of Global Watch Missions is to meet and learn from leading organisations overseas. This mission certainly accomplished that. During the course of our week in the USA we met senior representatives in the eLearning field from leading academic institutions and corporations: from MIT and Stanford to Fortune 500 companies from the financial services, technology and pharmaceutical sectors. This was the first Global Watch Mission to focus on learning technology. It is a hugely important subject and vital to our economy: not only is education the UK’s fifth largest export, but learning is vital for every individual and organisation in every industry to thrive in the fast-paced, globalised market. This point was made very emphatically in one of our meetings when Tom Clancy, Chief Learning Officer for EMC 2 (the leading US data storage and management company), described learning as a ‘competitive weapon’ in his organisation. We are all under pressure to increase productivity, so using technology to deliver, support and measure learning makes good sense: information can be delivered quickly and cost-effectively to a large and distributed workforce just in time and in the medium of choice. From searchable libraries of on-demand videos and podcasts, to collaborative tools such as wikis and blogs through to videogame-like simulations – all tracked by a new generation of learning management systems. Technological progress is matched by a dramatic change in the needs of both organisations and learners in recent years. Performance support for computer literate, or ‘digital native’, learners is today’s goal and the best learning is integrated, or ‘embedded’, into the organisation and workday. To be successful, learning must be aligned with the organisation’s and individual’s goals. We hope this report will help inspire you to think about learning in your organisation and consider it as your competitive weapon. Please also stay tuned to www.globalwatchservice.com for news of latest overseas technical developments. 4 BEYOND ELEARNING: PRACTICAL INSIGHTS FROM THE USA FOREWORD Sarah Turner – International Technology Promoter, DTI Global Watch Service Introduction This report is being published to present the findings of the first DTI Global Watch Mission to the USA on eLearning. The mission took place in May 2006, and extensive meetings and site visits were held in both Boston and the San Francisco Bay Area. In addition, the mission also benefited from a large number of North American eLearning experts who travelled especially to meet with the mission participants in both of these locations. As this was the first mission of its kind, the results help set a benchmark for future research. eLearning is a complex and rapidly changing field, and as new approaches and technology change and affect the industry, it will be extremely important for UK eLearning professionals, and the UK industries supported by eLearning, to continuously update best practice in order to remain globally competitive. John Chambers, CEO of Cisco, claimed in 1998 that learning was the most essential factor for his company's growth, and the mission results show that the importance of eLearning to global competitiveness is almost impossible to overemphasise. Objectives The initial specific objectives for the mission were to gain an understanding of: • The latest research and technical innovation, in particular around the use of advanced interactive simulations and mobile technologies (mLearning) • Business innovations in eLearning including the use of open source (OS) software, and improved methods in demonstrating return on investment (ROI) • New approaches in using technology for organisational learning including embedded learning and performance support • The potential for international technology- based collaboration, including joint research and development (R&D) or production, technology licensing, distribution etc Overview of mission results The mission found key technology and best practice in all of the objectives listed above, and each contribution to the report explores a specific topic relevant to both the mission objectives and the author’s expertise. Charles Jennings of Reuters explores the uses of eLearning for performance support and collaborative learning. In his chapter he clearly defines not just the nature of the field, but the key issues involved in the shift to Web 2.0, the emerging learning styles of a digitally native workforce, and the uses of eLearning in highly competitive business environments. This chapter also evaluates how these changes could impact the UK, and points to some clear trends in eLearning to improve competitiveness. In the second chapter, Jim TerKeurst of the University of Abertay Dundee explores the two distinct approaches to eLearning deployment seen in the USA. The first approach is to carefully target learners, simplify materials, and limit types of 5 BEYOND ELEARNING: PRACTICAL INSIGHTS FROM THE USA EXECUTIVE SUMMARY Jim TerKeurst – University of Abertay Dundee delivery to achieve the best ROI. The second is to use technology to distribute materials across multiple technology platforms and in numerous formats to encourage uptake by a maximum number of learners. Each of these approaches has benefits and limitations, and drawing from existing pedagogical and communications theory the author makes suggestions on which approach might be most suitable based on the desired learning outcomes. Next, Alec Keith of Epic Group looks at the future of blended learning. In his chapter Alec clearly outlines the changes entailed in developing new approaches to blended learning better suited to future learning applications. Focusing on audiences, learning and learning design, Alex concludes that alignment, meeting learners’ needs and performance support are necessities that must be supported by volume production, community learning and a commitment to identifying organisational change. In his contribution, Lars Hyland of Brightwave explores the interrelationship between learning design and learning experiences. Building on the six disciplines approach, Lars argues that designing the end-to-end learning experience, earning learners’ attention, making technology invisible, and using sharing and storytelling are key ways to link eLearning with organisational and business development. Gordon Bull of Learning Forte leaves the personal computer (PC)-bound world behind and explores the future of mLearning in his chapter. Taking a high-level approach, Gordon considers the use of mLearning in both the commercial and academic worlds. The chapter explores how US companies have recognised the potential and benefits of mLearning, and concludes that mLearning is poised for significant growth in the future. In the following chapter, Euan Mackenzie of 3MRT presents material on the potential for learning and games. Following an overview of changes in the games industry that have made game-based learning applications attractive to game developers, Euan explores the harsh reality of game-based learning in the US corporate and education sectors. The chapter concludes with a list of recommendations for future competitiveness that have substantial implications for UK game developers working in game-based learning. Finally, Adrian Woolard of the BBC considers the future of eLearning, and outlines the challenges yet to be overcome. The chapter considers the significant trends that may affect the future of learning in an interconnected technology-based world, and identifies one potential disrupter that could profoundly alter the eLearning landscape. The chapter concludes with a comparison of some potential futures for learning, and outlines a number of opportunities that UK eLearning professionals should consider in positioning their companies for a changing global marketplace. Beyond eLearning: the future Each of the authors in this report has given an overview of the best practice found in the USA along with their insights on the future potential for eLearning in the UK. Beyond that, the report as a whole presents some hints at how developing an ongoing approach of best practice can help the eLearning industry prepare for what might lie over the horizon and beyond eLearning. This mission clearly showed that eLearning has been embedded into the competitive strategy of successful US corporations, and their ongoing commitment to eLearning is founded on the increased competitiveness that effective eLearning offers. 6 BEYOND ELEARNING: PRACTICAL INSIGHTS FROM THE USA Make no mistake, the USA is not alone in seeing the full potential of eLearning: both Canada and Australia were cited repeatedly during the mission as exemplars of the future of eLearning. In a global business environment, learning is indeed a competitive weapon and consequently of vital importance to the UK. So how can the UK best move forward in this area? Since the early eighties, digital media has promised better designed, more engaging, learner-centred learning opportunities, yet to date innovative eLearning has remained elusive. However, the UK, with its global reputation for excellence in technology innovation, and history of developing and distributing interesting and innovative content, has considerable potential for success in the emerging global eLearning future. This report is therefore a first step on a longer journey, a journey that with support could see the future of UK-developed eLearning assured. 7 BEYOND ELEARNING: PRACTICAL INSIGHTS FROM THE USA Exhibit S.1 The mission team in Silicon Valley, L to R: Adrian Woolard, Alec Keith, Lars Hyland, Charles Jennings, Euan Mackenzie, Doreen Reid (British Consulate-General, San Francisco), Jim TerKeurst, Gordon Bull, David Gardner; Sarah Turner is behind the camera! © 2006 Sarah Turner 1.1 Overview 1.2 Terminology 1.3 Key findings 1.4 Potential impact on UK industry 1.5 Summary 1.1 Overview Over the past 18 months new approaches and tools have started to impact the way learning developers and practitioners look at eLearning’s potential to deliver enhanced services to its customers. These new approaches and tools are being rolled out across formal school and higher education, corporate training and learning, and government and quasi-government organisations on both sides of the Atlantic. One key trend has been a resurgence of interest in, and concentration on, performance support, collaborative learning and informal learning. This report addresses findings in these areas from the DTI Global Watch ‘Beyond eLearning’ mission to the USA in May 2006: • Leading-edge developments occurring in the USA in: – Performance support – Collaborative learning – Informal learning • Specific initiatives/developments that UK organisations could learn from • Specific opportunities for collaboration between US and UK organisations 1.2 Terminology Besides various acronyms listed in Appendix D, the following terms are used in this report: Performance support Electronic performance support systems (ePSS) have been in use for many years. A description that still applies is Gloria Gery’s definition in her ground-breaking 1991 book ‘Electronic Performance Support Systems’ as: ‘an integrated electronic environment that is available to and easily accessible by each employee and is structured to provide immediate, individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others.’ (Ref 1 – see Appendix G.1) Workflow learning/embedded learning Both ‘workflow learning’ and ‘embedded learning’ refer to learning that is integrated into the normal daily work. They are similar to, but sometimes distinct from, performance support. Informal learning Also referred to as ‘self-directed learning’, informal learning describes a process whereby individuals acquire attitudes, values, skills and knowledge from daily experience and the educative influences and resources in their environment. Most learning doesn’t occur as part of formal training or education programmes. It occurs through relatively 8 BEYOND ELEARNING: PRACTICAL INSIGHTS FROM THE USA 1 PERFORMANCE SUPPORT AND COLLABORATIVE LEARNING IN THE USA Charles Jennings – Global Head of Learning, Reuters [...]... individual key performance indicators However, the design aspects of these learning experiences continue to be extremely variable and their effectiveness may be diminished as a result – this applies to all learning, e- or otherwise The key trends of interest are: • Designing the whole end-to-end learning experience • A shift of focus away from formal to informal learning • Earning attention • Making technology... using either Java or NET, these platforms serve a variety of purposes well beyond their original content and assessment repository use In a nod to the business-focused nature of these programs, some have even begun referring to themselves as talent management solutions (TMS) Because of the complexity of many of the current VLEs, the next step in this analysis will be considering some VLE features and relating... Work Learning Research in Massachusetts, USA, is a good example) are drawing attention to neglected evidence that would dramatically improve learning effectiveness across the board The spacing effect (or interval-based reinforcement) tells us that recall of learning increases significantly if the learner is exposed to the learning material at BEYOND ELEARNING: PRACTICAL INSIGHTS FROM THE USA intervals... objectives to business needs – Agree on definition of success – Define what participants will do differently and better • Design complete experience: – Design what happens before and after the core learning activities – Redefine project completion from being the end of the learning activities, to the generation of results • Deliver for application: – Show how the content relates to current business... support the development of Web 2.0 applications with greater levels of interactivity A further trend is the emergence of rapid development tools in the eLearning marketplace Tools such as Adobe Captivate and Articulate Presenter are being widely deployed in eLearning content production in both the USA and the UK The availability of rapid development tools to learning specialists and subject-matter experts... isn’t always better, but appropriate technology that learners have used in the past and can relate to, does help address the varied learning preferences of individuals More important than which technology, however, is that eLearning developers recognise the affect of both mediated and unmediated materials on the learning process Based on the mission, here are a few recommendations for the future: • Align... support The trend towards the development of performance-support learning content in favour of ‘electronic courses’, together with the emerging use of rapid development eLearning tools by subject-matter experts and organisational learning specialists, will impact bespoke eLearning companies in the UK and elsewhere As tools become more sophisticated and demand becomes more granularised, learning content... to one thing at a time (Broadbent 1958) If there are too many information sources, or they are poorly structured, learners will only focus on the stimulus they find interesting (often something entirely unrelated to the suggested learning) Another concern when using media is that a person’s learning preferences are related to their previous uses of media, the learning context and the task itself (Salomon... invisible The more technology becomes transparent, the easier it is for the learner to focus and engage with the learning experience This means putting extraordinary effort into designing intuitive user interfaces It means ensuring the IT infrastructure is reliable, fast and well integrated Less learning more often With the advent of always-on connectivity, and mobile access, it is feasible to integrate reinforcement... improvement Learning designers need to understand and design integrated learning experiences that use a variety of media channels (the blend) sequenced over time to maximise the spacing effect Storytelling and sharing more important than ever Well-written stories have impact and are naturally more memorable Good learning designers already use these but the quality of writing is critical The demand for