helping people learn: the role of technology
DESCRIPTION
Beyond e-learning: the role of technology in the organisation E-Agenda roundtable in Singapore Martyn Sloman 19 August 2005TRANSCRIPT
Helping people learn:the role of technology
Martyn SlomanChartered Institute of Personnel and Development
www.cipd.co.uk/presentations m.sloman @cipd.co.uk
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1 People and technology: some issues
E-learning: progress and prospects
From training to learning
Principles of effective e-learning
www.cipd.co.uk/helpingpeoplelearn
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‘90% of training in organisations should be delivered electronically by 2003’ Tom Peters speaking at the ASTD Conference, Florida, June 2001
ASTD State of the Industry Report 2004 “Use of Learning Technology”
1997 – 9.1% 1999 – 8.4% 2001 – 10.5% 2003 – 23.6%
1998 – 8.5%2000 – 8.8%2002 – 15.4%
www.astd.org
CIPD 2005 : Annual Training & Development Survey
• more organisations (54%) use e-learning than not (46%) • CD ROMs (36%) • generic modules accessed by intranet/Internet (32%) • customised modules accessed by intranet/Internet (30%) • ….. but only 8% used asynchronous discussion sites and
6% synchronous websites/virtual classrooms
…..and e-learning accounts for just under 10% of total training time
www.cipd.co.uk/surveys
Optimism for the future
….. e-learning accounts for just under 10% of total training time now but just over 25% in three years time
CIPD 2005 : Annual Training & Development Survey
….. 2001 actual of 10.5% compared with 25.0% estimate for 2004 25% in three years time
ASTD 2003: State of Nation
The potential of e-learning is
has been patchy
E-learning is about learning not about technology
huge - but progress to date
Training an instructor-led, content-based intervention, leading to desired changes in behaviour
Learninga self-directed, work-based process, leading to increased adaptive capacity
Helping people learn
How can we support accelerate and direct learning towards an organisation’s strategic needs?
www.cipd.co.uk/helpingpeoplelearn
Start with the learner
Support and automate
Take account of intermediaries
www.cipd.co.uk/helpingpeoplelearn
Good design engages the learner and embeds activity in the organisation
Relevance drives out resistance
Because the world is complicated and the future uncertain, decision-making in organizations and economic systems is best made through a series of small–scale experiments, frequently reviewed, and in a structure in which success is followed up and failure recognized but not blamed.