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Getting more from e-learning UNITAR, 6 th April 2011

Getting more from e-learning UNITAR, 6 th April 2011. Bryan Hopkins Senior Learning Solutions Officer UNHCR Global Learning Centre Budapest. Who am I?. In education and training since 1977 First ‘e-learning’ course in 1987 Worked with ILO, WHO, DPKO, OCHA

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Getting more from e-learning UNITAR, 6 th April 2011

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  1. Getting more from e-learning UNITAR, 6th April 2011 Bryan Hopkins Senior Learning Solutions Officer UNHCR Global Learning Centre Budapest

  2. Who am I? • In education and training since 1977 • First ‘e-learning’ course in 1987 • Worked with ILO, WHO, DPKO, OCHA • Three books on training published

  3. Why do we train people?

  4. What are we going to cover? What makes good performance Models for training delivery Implications for e-learning design

  5. What contributes to performance? • Giving information: • feedback on how good • desired level of performance • guidance on how to do it Provide information information + Check understanding Understanding of information Suitability of physical environment The workplace equipment Provide practice + Physical ability to do Incentives offered desire The individual Motivation to achieve Performance The bigger picture Gilbert’s Behaviour Engineering Model What training can do

  6. What makes good training? • Training should: • have clear value • be task-, not knowledge-oriented • be flexible to meet needs and abilities • be under learner’s control • From Malcolm Knowles

  7. From PowerPoint to e-learning Information delivery (lecture model): • Relies on assumptions about learner motivation to bridge gap • One size fits all • Usually knowledge-oriented Provide information information ? Check understanding equipment Provide practice ? Performance

  8. Tell and test • Response strengthening: • Behaviourism • Stimulus-response • Gain attention • Inform learner of objectives • Stimulate recall of prior learning • Present stimulus material • Provide learner guidance • Elicit performance • Provide feedback • Assess performance • Enhance retention transfer • Conditions of learning (Gagné)

  9. Explore and learn Knowledge sources Context + Scaffolding Learning • Knowledge construction: • Constructivism • On-the-job • Research • Experimentation • Meetings • Asking questions • Informal learning

  10. Typical problems with e-learning • Excessive reading • Inflexible routing • Assumptions about memory • Focus on ‘sexiness’ • Lack of focus on application of knowledge

  11. Whereas, it should … Simulations Games Story-telling Intranet/Internet searching Branching Pedagogical agents PDF documents Learning assessments And so on … • Use its strengths constructively • Offer task-focused problems and interactions • Adapt to learners • Link to other media where they are better

  12. Lessons for design • Be clear about why learners need it • Simulate performance • Use other media where appropriate

  13. Questions?

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