Learning Effectiveness

1. Learning Effectiveness J. Olin Campbell ALN Web Group Vanderbilt University

2. Learning Is Not Always Learning Effectiveness • Individual learning effectiveness • Learn the wrong thing • Organization learning effectiveness • Some learn but majority fail to complete • Provider and customer • Cost cannot be sustained

3. Indicators of Learning Effectiveness • Mayadas’ Five Pillars: access, learning & cost effectiveness, learner & faculty satisfaction • Evaluation levels 1-5: reactions, performance in course, performance in application, impact on organization, ROI

4. Results • NJIT: Equivalent or better mastery, satisfaction, group learning; but reported more likely to stop attending (Hiltz & Wellman) • UIUC: Equivalent performance; no significant gender differences (Ory & Bullock; Ory, Bullock & Burnaska) • PSO: Soft skills--decreased instructor time 2/3, improved learner performance • ELS labs: simulated labs--equivalent performance; cut time in physical lab

5. Surprising Outcomes • Online and simulation can work for interpersonal skills and for labs • Online and simulation can be better than face-to-face • Online and simulation can save both instructor and learner time

6. ALN Best Practices • Situate/anchor in work of learners (Resnick, CGTV) • Integrate simulations, learning and performance support, with collaboration • Make immediately available -- can become performance support • May use web, books, videos, but always people network • Cut instructor and learner time

7. ALN Learning Communities • ALN Web at http://www.aln.org: Workshop, ALNTalk, magazine, journal • Form a community of practice (Lave; Wegerif)--from peripheral to central status as learner • Reward learners helping learners

8. ALN Strategies • Start with intended outcomes • Adapt to sophistication and tools of users • Make assignments and due dates very clear • Provide sample projects, tests & sites • Evaluate to improve

9. Learning Effectiveness DISCUSSION