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).
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:
- E-learning tools and technologies
- 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.
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 authors’ choice of terminology is interesting; by employing the noun
ecosystem, a term that originated from in Eugenius Warming‘s work on ecology, which refers to self-sustaining systems whose members benefit from each other’s participation via symbiotic relationships, Dillon & Hallet imply that the nature (no pun intended) of organizations parallels complex natural systems.
Similarly, a functioning digital learning ecosphere holistically supports a diverse range of learning modalities which enable the learner to compete with the expectation of thriving 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.
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.”
Having characterized the e-learning ecosystem, Dillon & Hallet define the components of it:
- Web-base training
- Online university
- Learning Objects
- Electronic Performance Support Systems
- 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.
Dillon, P. & Hallett, C. (2001, October). Powering the leap to maturity: The eLearning ecosystem. Cisco Systems white paper.