E-learning Ecosystem in Organizations

In the previous E-Learning Curve Blog article on this topic (Learning Curves and the Workplace Environment), I made a case for the benefits of e-learning as a means to providing workers with the appropriate and relevant learning interventions as they progress from neophyte to mastery of their particular discipline.

By adapting the well-known learning curve, I developed a conceptual model that maps Bloom’s Taxonomy of Learning Objectives to learner requirements as they progress along the curve (see Figure 1).

Figure 1. Learning Curve model aligning Bloom’s Taxonomy and components of the E-learning Ecosystem

In today’s blog post, I’ll look at preconditions for introducing learning modalities to this model.

Now read on…

There are two components involved in investigating this aspect of e-learning as a means to enhance knowledge worker performance:

  1. E-learning tools and technologies
  2. Applying effective learning modalities to learning requirements

E-learning tools and technologies

In their influential white paper Powering the leap to maturity: The eLearning ecosystem, Dillon & Hallet define the concept of the “E-learning EcoSystem.” The authors assert that a “blended approach” where instructor-led resources are deployed at the earliest stages of a learner’s development, and increasingly, e-learning solutions are implemented as the learner develops.

With Web-based training, as with its manual counterpart in the classroom, the zone of applicability is actually quite limited. The only time it makes sense to pull workers off their jobs for training is limited precisely to those times when no other alternative will suffice. Off the- job forms of training make good business sense only when workers are at the bottom of the learning curve and are not yet equipped to perform at any acceptable level of competence.

(p.19)

Through “pervasive connectivity” (p.19), characterized by the growth of deployment of corporate portals and intranets, as well as learning support technologies such as content management systems and knowledgebases, and is the foundation for their e-learning ecosystem. In my view, the choice of terminology that the authors use is interesting; by employing the term ecosystem -

a system whose members benefit from each other’s participation via symbiotic relationships… It is a term that originated from biology, and refers to self-sustaining systems,

(LearnThat.com)

they imply that the nature (no pun intended) of organizations parallels complex natural systems. Similarly, a functioning learning ecosphere holistically supports a diverse range of learning modalities which enable the learner to thrive in the corporate environment.

As workers move up the e-learning curve, they quickly leave the relative isolation of pure asynchronous courseware. Initially, they enter the more richly supported environment of the online university, backed by an enterprise-level learning management system.

(p.20)

Progressing along the curve, the authors note the introduction of just-in-time forms of learning content delivery.

As we move even further up the e-learning curve we encounter yet another interesting revelation. Most of the learning technologies at this end of the curve are not generally recognized as “learning” technologies at all. Rather, such items as collaboration tools and intelligent search are more typically thought of as knowledge management technologies. Deploying and utilizing these types of tools are what differentiates an employee from a “performer.”

(pp. 20-21)

Having characterized the e-learning ecosystem, Dillon & Hallet define the components of it:

  • Web-base training
  • Online university
  • Learning Objects
  • Electronic Performance Support Systems
  • Collaboration
  • Intelligent Search

As they suggest, these components “put the ‘system’ in ecosystem” – a statement that I would suggest is doubly true: by describing the technologies (and to a lesser extent on technology and learning solutions vendors) in their white paper, they neglect to lend appropriate weight to how these systems are implemented.

More…

FÓGRA:

Malinka Ivanova of the Technical University in Sofia has an interesting perspective on this topic. Click here to find out more.

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References:

Definition of “Ecosystem.” Learnthat.com. [Internet] Available from: http://www.learnthat.com/define/view.asp?id=302 Accessed 30 January 2010.

Dillon, P. & Hallett, C. (2001, October). Powering the leap to maturity: The eLearning ecosystem. Cisco Systems white paper.

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February 17 2010 12:35 pm | e-learning

8 Responses to “E-learning Ecosystem in Organizations”

  1. E-Learning along the curve: knowledge workers learning needs | E-Learning Curve Blog on 18 Feb 2010 at 7:36 pm #

    [...] to knowledge workers learning needs As I discussed in my previous blog entry on this topic (E-Learning Ecosystems in Organizations), formally-structured approaches to learning (including both instructor-led and “traditional” [...]

  2. Hoody on 20 Feb 2010 at 11:42 pm #

    “influential white paper Powering the leap to maturity: The eLearning ecosystem”
    Are you crazy? This is *not* influential – tell me its impact in the e-learning industry AS USED INSIDE REAL ORGANISATIONS please. Utter rubbish.

    Drivel research.

  3. Michael Hanley on 25 Feb 2010 at 3:45 pm #

    Entertaining comment by Hoody.

    I love the smell of an unsubstantiated rant in the the morning… it smells like… Godwin’s Law…

    I hope that your anger management classes are progressing well, my friend.

    Michael
    –

  4. A Holistic Approach to Workplace Competencies | E-Learning Curve Blog on 03 Mar 2010 at 5:31 pm #

    [...] far in this series on e-learning ecosystems and approaches to workplace learning, so far I have [...]

  5. Hoody on 10 Mar 2010 at 5:28 pm #

    I love the smell of an unsubstantiated rant in the the morning…
    I do like a rant Michael, and in a non Nazi state I’m entitled to express my opinion (Godwin anyone). But I also asked you a question that you totally ignored. I shall rephrase for you: Could you please substantiate your comment “influential white paper”.

    I await…

  6. Michael Hanley on 10 Mar 2010 at 8:23 pm #

    Thanks for getting back to me Hoody. I’m happy to reply to this type of request, as opposed to remarks along the lines of

    Are you crazy? This is *not* influential – tell me its impact in the e-learning industry AS USED INSIDE REAL ORGANISATIONS please. Utter rubbish.

    I’ll discuss my justifications for calling this paper influential in due course.
    Best regards,
    Michael
    –

  7. Steve on 23 Dec 2010 at 3:28 pm #

    I like the concept of the ecosystem in concept. I’ve spent some time over the past year thinking about these things. I love to read about the perspectives of others on the same subject.

    But I’m not in agreement on idea of linear mapping. I’m also not sure I’d take it as far as implying self-sustainment. Self-sustainment doesn’t consider the impact of ETIC / EMIC effects, the need for champions to ensure perpetuation, and the changing nature of solutions as a result of applied focus. Communities and needs change when you provide solution focus. It’s never self perpetuating, in my experience.

    I have some issues with the diagram at the beginning of the article. While I think it’s nice to have a good starting place to present some considerations, I think this mapping discounts the power of some solution classes.

    The diagram implies that EPSS / Job Aids map to application and analysis. This, in itself, implies that EPSS are exclusively focused on the task and not the skills, values, or concepts that enable task performance. This narrows the application of EPSS. Designed properly, EPSS are tremendously powerful.

    The diagram also implies that Web based training maps to knowledge. This, to me, indicates the commonly misaligned perspective that relates knowledge directly to information. In my eyes, this is one of the many deadly sins of Web based training. This also implies that skills (application) and knowledge are separate or far apart. This too, I believe, is a fault in perspective. Information does not equal knowledge. Skills and knowledge are tightly interlinked and, in some cases, may be identical. Web based training can be tremendously powerful in providing exposure and practice to cognitive tasks (recall is merely one of the many cognitive task types). It is especially powerful in providing a spaced exposure and practice opportunity.

    Maybe you’re talking about a distinction between job orientation and task oriented skill builders (learning objects). I wouldn’t make that distinction.

    I just don’t think a system can be simplified to that level. I appreciate the idea of an integrated continuum. But I don’t think there’s a formula where pidgeonholing or ordering the use of a solution within a continuum can yield a consistent result in all cases.

    Solutions have qualities and practical applications. The value of an ecosystem concept is that solutions are given equal and unbiased consideration. Consideration that allows the problems to find solutions, not the other way around. In this way, I think an ecosystem concept can be valuable.

  8. Steve on 23 Dec 2010 at 3:37 pm #

    Here are my thoughts on ecosystem. This isn’t all inclusive, but an illustration of the idea that there’s lots to think about and consider, it happens in alot of places, and we most often forget or discount the places where it happens most often.

    http://www.xpconcept.com/images/Ecosystem.pdf