This is my digital powerpoint with voiceover. I have provided notes on each page in case my voiceover doesn't work. I have been having some technical issues of late with my laptop.
Enjoy.
http://www.slideshare.net/marinacousins/global-learning-futures
Powerpoint: Global Learning Futures
Slide 1: This
presentation is about analysing how e-learning is becoming the norm within many
corporate industries. In particular, the
focus will be on providing staff development for health care workers and the
provision health education to future Nursing Students via Nursing University
Programmes.
Slide 2: According
to Brown, Murphy & Wade (2006)
e-learning may include any form of the following: training, education, information,
communication, collaboration, knowledge management and performance
management.
Whereas, Moran (2011) mention that e-learning can be
differentiated into online self-paced, interactive programmes (individual) and
online conferences (group) that delivers virtual classrooms and webinars.
Slide 3: Various
authors (Brown, Murphy & Wade, 2006 and Moran 2011) mention the following
advantages of conducting e-Learning:
• Saves
money in training.
• Saves
travel time for staff.
• Allows
greater access to training for more staff.
• It
allows a standard message to be delivered to
a wide geographically dispersed audience (which is important in large
countries).
• In
the Healthcare setting – staff can use e-learning games and simulations to
practice things like emergency and disaster management without having to put
real people in danger.
• E-Learning
helps managers to keep up-to-date records of staff development and education
needs. Staff will often get reminders to
let them know that their training is due.
• Access
to mobile technology which has open up 24/7 learning. This has been a real benefit to the ambulance
service when they are waiting for the allocation of the next job.
• e-Learning
has the advantage of empowering staff to manage their own professional
development for the requirements of their Professional Registration renewals.
Slide 4: How
does online training compare with classroom-based training? According to Moran
(2011), the outcomes achieved by online training are similar to that of
classroom-based training. However, when both mediums are used together, they
provide a significant improvement in learner achievement. Five days after
attending a lecture, most people remember less than 10 per cent of what they
learned. When learning activities
involve seeing and listening, retention increases by 20 per
cent. When given the opportunity to learn by doing, people remember 60–70 per
cent of what they practised. Online training has a key role to play in this and
can contribute to learner achievement.
I believe that online learning is particularly effective for
refresher training or for learning that extends current knowledge. When the
online learning is used to deliver learning that is entirely new or out of
context for the learner, it should be accompanied by face-to-face learning,
whether instructor-led or through peer or work groups.
Value in Cost:
Online training can potentially save an employer money. On
average for one hour of online training can require, about 100 hours of development. The actual
time is dependent on the degree of computer-based interactions and the amount
of multimedia, such as video, audio, and Flash. The more it includes, the
longer it takes to develop and the more it costs. In choosing to develop online training,
therefore, a number of factors need to be considered to determine if it will be
cost effective. Assuming that the same amount of time is required to develop
the content for either online or classroom-based training:
• How
many people will receive the training? Compare the cost of development with the
cost to deliver the total number of classroom training events.
• How
often will the training be repeated?
Online training can be developed once and re-used, whereas the number of
classroom hours continues to increase.
• Do
the learners or instructors need to travel? Online learning can reduce travel
costs.
•
Online learning, I believe, reduces training costs when large numbers of
employees need to be trained and are geographically dispersed. In some cases,
it is still cost effective if the numbers are smaller but the training needs to
be repeated, such as for compliance or
re-certification.
This happens a lot in nursing.
Value in Control
Online learning can provide value in the control of the
training. It can provide consistency in the content, the accuracy of its
delivery and the key messages. When online, and not on a CD, it can be
centrally updated and provide clear version control—everyone is using the
latest version. Employers and trainers like the control of the content that
online training provides, but without good design, the corporate messages will
not be received by the learner.
Value in Design
The design of learner control and the aesthetic design also
impacts on learning achievement and the value of online learning. Higher levels of interaction in online
learning permit greater flexibility for the learner. However, too much freedom
can disorient and frustrate them. Too little control precludes reflection and
higher order thinking, and further frustrates the learner. Generally, most
learners prefer a clear structure and sequence, but with the option to interact
with the sequence in a different order if they so choose; for example, to be
able to jump from topic 1 to topic 5 and then back to topic 2. The learner
looks for clear ‘signposts’ in the course so that they can monitor their
location and progress. Good aesthetic design, including the visual presentation
and the navigation, can have a positive effect on the learner, which in turn
impacts on motivation and learner achievement. The design used throughout an
online course impacts on its usability and the perceptions of the learner. If
the course begins with poor design, the chance for any learning to occur is
very small.
Slide 5: According
to Becker et. al. (2013) who conducted a research study to identify and
categorize barriers to e-learning
adoption and the relative impact of those barriers on
learners. It contributes to the understanding of learner perceptions of
barriers, the different types of barriers and their relative importance. This
study used a quantitative methodology grounded in previous literature. The
study is based on a self-administered questionnaire conducted with employees in
a rail organisation.
This research demonstrates there are three key factors that
represent barriers to e-learning: the nature of e-learning as a learning
approach, the use of technology, and concerns about lack of time and potential
interruptions when trying to complete e-learning.
The study was conducted in a case organisation which
operates and maintains an Australian state suburban, interurban and rural rail
network for passenger and freight services. In accordance with ethical
approvals for the project, this organisation cannot be named.
The organisation started utilising e-learning in 2008 for
security transit procedures and safety-related policies and practices. The
focus of this study was the perceptions of users based on past experience of
e-learning, and therefore our key informants were individuals who had used
e-learning in the past two years. The most common form of e-learning undertaken
by respondents related to topics such as health and safety, environmental
undertaken courses relating to supervisory skills. These
courses were predominantly completed by the participants in the workplace at a
desktop computer. Overall, 1,047
employees responded to the survey. Within this sample,
364 respondents reported that they never experienced
e-learning and 683 respondents had used e-learning at some stage during the
last two years. It is these respondents who are the focus of this study. Of
those who had used e-learning most respondents reported participating in one or
two courses. The majority of e-learning users
were male (67%), with an average age of 40 years (ranging
from 18-71 yrs). This typically reflects
the workforce of rail network system in Australia.
It was interesting to note that 59% of respondents to the
survey stated that had qualifications lower than a bachelor degree (high
school, trade certificate or diploma).
Nature of e-learning as an approach to learning: This factor includes general concerns about
the validity and effectiveness of e-learning and the lack of a “personal touch”
in comparison to more traditional forms of learning and development. It also
represents a concern that e-learning doesn’t suit some learning styles and
represents less opportunity for interaction with other learners and
facilitators.
The use of technology: this factor includes both physical and
psychological issues perceived to be barriers to the use of e-learning. Issues
such as a lack of technology skills have often been argued to act as a
constraint on the
implementation of e-learning. However in addition to the
element of ability, there also exist anxieties about the use of computers for
learning, and concerns about the physical impact of e-learning. In general
however, this factor can be considered to represent concerns about the use of
technology more broadly and therefore may be addressed using similar strategies
to those used to overcome barriers to IS adoption more broadly.
The third factor relates to concerns about lack of time
and potential interruptions when trying to complete e-learning. This
represents a common concern amongst learning and development professionals that
when learning material is converted to e-learning, there is often the erroneous
assumption that this learning will simply be ‘absorbed’ into the normal working
day of the individuals.
The impact of age and tenure on future use intentions. This
research found that older employees
less likely to intend to use e-learning in the future.
Whereas, for younger generations, the use of technology in learning is more
prevalent even in school settings and therefore the likelihood of acceptance of
this form of learning in the workplace could be anticipated. Older workers are
more likely to have developed expertise in traditional learning settings and
therefore may be less accustomed to an e-learning approach to development.
Slide 6: Eynon
(2008) interviewed 41 teachers to determine barrier to adopting
e-Learning. They were: lack of time, lack of interest, lack of skill
and course constraints. When, I
conducted a verbal survey of nurses at work – it was interesting that they were
stating similar reasons for not undertaking further study using e-Learning
unless they are forced to by their Employer.
Slide 7: Brown,
Murphy & Wade (2006) compared and contrast the attitudes towards, awareness
of and take-up of eLearning in large and small organizations.
This was an in-depth study that was conducted in Ireland
with a number of large multinational organizations and a number of small and
medium-sized enterprises (SMEs) which included engineering, electronics,
aerospace, pharmaceutical and medical device sectors.
The study focused on the awareness, perceptions, technology support
infrastructure, current and
planned involvement, most frequent and most preferred methods of
delivery, benefits, barriers, the
motivational factors and overall attitudes to eLearning.
What was impressive about this study, was that back in the
early 2000’s; approximately 67 % of businesses surveyed was using some form of
e-learning for staff development and approximately 90% of respondents indicated
that there would be further investment in e-learning.
Whereas, according to a survey conducted by the Department
of Education in 2010 (Moran, 2011) that only 50% of Australian businesses was
using e-Learning for staff development with 60% of businesses was anticipating
to invest more in the future of e-learning.
So I conducted my own small survey of five different
industries in Queensland (Australia), to see if they were using e-Learning as
part of their staff development programme.
Slide 8: Let
us look at some individual companies and the types of e-learning and mobile
learning they offer to staff.
Slide 9: This
is an example of how e-learning is accessed by Ergon Energy Employee’s. The staff access courses like: diversity awareness, health and safety in the
office; disaster response; fire
awareness and evacuation etc.
The positives is that staff have got 24 access to access training when they got spare
time. The training is also self paced and staff can access
further reference materials online.
The disadvantages according to some staff is that not all
core subjects are suitable for on-line training. For example, some training needs a practical
component that should be delivered by a competent instructor or facilitator
like switching operator training which they have tried to deliver online. Another disadvantage, is that staff cannot
always login to e-learning training due to it technical issues.
Slide 10: This
is the an example of some courses that
doesn’t translate into the eLearning module as it requires practical
assessing.
Slide 11: Education
Queensland has the following site e-learning site for students, parents and
teachers. I have provided a video introduction
to explain the improve initiate to anyone that is not familiar with it.
Teachers can use the
programme in the following ways:
Design tests that best meet the needs of
your students.
Utilise existing tests and questions from
the regularly updated collection.
Add activities to enhance learning for your
students.
Follow test progression and completion of
activities.
View test results immediately.
Select reports that provide comprehensive
evidence of your students' progress.
Slide 12: Whereas,
Queensland Health has developed an ELearning site called Clinical Skills
Development Service
Slide 13: The
e-Learning course list is extensive and according with the National Health
Standards but has only become available in the last 12 months.
Slide 14: I
have came across an interesting paper describing the developments of e-Learning
in the English National Health System during 2006. The NHS healthcare system is very different
to Queensland Health. In England, each
public hospital has become its own Trust or business and controls its own
finances. Every trust has to compete
against each other in league tables and the better the hospital rating the more
money the Trust Directors have access to improve their particular
hospital. Whereas, Queensland Health is
accountable for all the public hospitals in Queensland with individual Board of
Directors. At the end of the day,
Queensland Health decides the budget for each public hospital.
Slide 15: Under
the English Health System, a Registered Nurse can work for a particular public
hospital trust or be available to do extra shifts on a casual basis for several
trust using the NHS Professionals
Service. The NHS Professionals
network ensures that every Registered Nurse is up-to-date with their mandatory
training and skills by using the following e-Learning packages.
Slide 16: It
is interesting to note the difference in subjects that the NHS offers for staff
development compared to the Queensland Health.
On the whole the British staff development programme is more practical
than what Queensland Health offers as subjects.
Slide 17: This
is an example of the types of different e-learning opportunities that is
available to CQU Academic Staff and employees.
I really enjoy the take 5 sessions.
Slide 18: Talk generally about e-learning in CQU and what it is like to participate as a student.
Slide 19: This
Japanese study in 2010 - developed an
e-learning system for beginners to support the self-learning of nursing skills.
To share and use know-how of nursing skills that has been
accumulated from experience but which cannot be verbalized, this system renders
them as formal knowledge through visual representation.
The instructional design
of the study consisted of the following four phases: 1. Identification
of one’s own technical procedures; 2. Comparison of model images with one’s own
technical images; 3. Comparison of each image with one’s own practice
progression; and 4. Output and identification of learning results. Then, we
experimented in intravenous injection technology for nursing students and
nurses. We describe that the characteristics of how nurses and nursing students
perceive knacks of intravenous injection and the overview of our e-learning
system.
Slide 20: In
conclusion, the author of this digital story has explored the following:
• What
is e-learning
• The
advantages and barriers to undertaking e-learning
• How
large and small businesses are embracing e-learning for staff development
training
• In
particular the author has looked at several industries ie: ergon, education queensland.
• Queensland
Health was compared to the English National Health System in relation to staff
development e-learning training.
• From
a CQU staff development training
• University
systems for e-learning for Nursing Education compared to a Japanese University.
It is clear that e-learning is being used as the major
training tool within many industries and within the education system for
University Distance Education Programmes.
In addition, this is also happening globally.
This has been a great assignment to learn how to undertake a
digital story to examine global developments in e-learning. I would of not explored this area of learning
if it was not for this course. Thank
you.
