- Management:
Who will be responsible for providing the leadership of developing an
online program? The person or department in this role will be responsible
for everything from planning to instructional design to implementation.
- Institutional
Readiness: How will management determine whether or not the organization
is ready to fully support an eLearning program? An assessment must be
conduction to determine if the organization has the resources it needs to
support eLearning and if it doesn’t, is it ready to acquire them.
- Cost: What factors
should be considered when calculating the cost of eLearning? Organizations
must consider both direct and indirect cost of designing and maintaining an
online learning program.
- Funding:
How will the organization fund the eLearning program? There are several
routes an organization can take to fund eLearning from partnerships with
other institutions or with private sector companies to reallocating funds
from other programs.
- Content
Development: How will new learning technologies be created? It’s important
to determine whether instructional tools will be designed in- house or
bought off the shelf.
- Technology:
How will the organization handle the technological infrastructure of the
program ensuring that the program is user friendly and sustainable?
- Technological
Support: Is there an IT department that is able to assist faculty and
students with questions regarding technology? If not how with this issue
be addressed?
- Student
Support: Where will students be able to find out information about program
requirements, counseling, financial aid, or tech support? Student support
services are essential to a student’s ability to perform well in an online
course.
- Faculty
Support: How will the organization handle the training and development of
faculty member to ensure that they are capable of using new learning
technologies?
- Evaluation:
How will the organization approach program evaluations to ensure that the
course meets the needs of all stakeholders, such as students, faculty, and
support staff?
HRE 533 Management of HRD/ eLearning
Monday, December 10, 2012
10 Questions Organizations Need to Ask Themselves When Considering eLearning
Monday, December 3, 2012
Learner Support
Thorpe
claims that learner support “is essentially about roles, structures and
environments, and therefore: support roles and supportive people, together with
support structures and supportive environments” (Thorpe, 2002). Students must
have service support in terms of registering for class and handling financial
aid as well as support on how to be successful in the classroom and each
learner requires their own unique support. I think that Thorpe’s claims are
still relevant for today’s online learners.
About
6 years ago, I took an online summer course at small community college. Since I
was a full time student at another institution, I was not familiar with the
college just that it was convenient for me to take the course there instead of
at my university. There was no orientation program set up for new online
students and so I did not know where to access information about campus
deadlines, financial aid, or advising. Also, the course that I took was an “off
the shelf” course that was not customized to program and so I watched videos
and took exams. There was not interaction between the professor running the
course and the students, or between the students, other than to report grades
and announce exams. Reflecting upon this experience and the article, I think
that it is truly essential to have synchronous and asynchronous courses because
the support that students receive from their
professor and classmates play a major role in that students ability to be
successful in the course.
I
have recently revisited the community college’s online learning website and I
can tell that how over the past 6 years they have made drastic changes to
learner support. The website has links for technology usage training,
frequently asked questions, how to get in contact with an advisor, etc.
Monday, November 19, 2012
Funding Options for eLearning Programs
Since my professional aspirations are to working in the
Training and Development department of a private company, my response to the
Week 7 blog question will focus on funding options for private sector
companies. The two funding options discussed in the chapter 7 of Bates book titled
“Funding Strategies, Collaboration, and Competition,”
are reallocating funds and partnering with public sector organizations. Both options
I believe are low cost methods to funding eLearning for employees.
Since private sector companies do not have the option of getting
funding from government resources, they must fund eLearning programs using
internal resources. Therefore, the company will either have the find ways to
raise the money or allocate resources the company already has. According to
Bates, “making a strategic commitment to the use of technology for teaching
with no external or additional resources to pay for such changes, must prepared
to consider closing program and activities that are costly and relatively
ineffective in order to pay for the new investment” (Bates, 2000).
Another option that I think has the potential to be a very
low cost method of providing eLearning opportunities for employees would be to
partner with a college or university. Instead of footing the bill for
developing an online program, the company could develop a partnership with a
college or universities where in exchange for discounted tuition; employees
would take online courses paid for by the company. I think that this would be
very efficient, because employees could opt to take online course that would
not interfere or take away from their regular work day. Again this type of
training would have to be optional because it would mean that employees are
spending additional hours outside of work to receive training. The incentive
would have to be a free course that offers college credit to get buy in from
employees.
Tuesday, November 13, 2012
Monday, October 29, 2012
eLearning Models
I think the
Lone Ranger Model is good for small projects that are more for exploration of
possible approaches to eLearning programs and not long term usage. As stated in
the Bates text, often times the Lone Ranger approach results in a never ending
project that doesn't have longevity. Usually professors prefer this approach
because they are able to self- govern the project progress and make decisions
they see fit. The exact opposite of the Lone Ranger Model is the Project
Management Approach which is characterized by multiple individuals utilizing their
areas of expertise to create one program or one course. Bates believes that
this approach yield “high quality cost effective technology based teaching and
learning” (Bates pg. 66). Finally, Kahns P3 Model divides the development of
eLearning courses/programs into 3 phases; People, Process, and Products. I
think that this model is a more intricate model of the Project Management
Approach where several special teams or subject matter experts are in charge of
one part of one project.
In my role
as the Graduate Assistant for Career Services Paraprofessionals at The Career
Center, I provide leadership for 25 undergraduate employees, which includes
conducting their annual training. Because the service provided by the Career
Services Paraprofessionals involve face to face interactions with students
across campus, I would not be logical to teach them how to conduct resume and
cover letter reviews session via eLearning. However, if this were an option I
were going to explore, I think the Lone Ranger approach would best because of
the uniqueness of the paraprofessional program.
Monday, October 22, 2012
Visioning and Planning for eLearning Programs
In today’s society, there
is perceived inferiority of online programs the quality of educations students
participating in such programs receive. It
is because of this perception that it is essential to have a clear vision to
prove the value of eLearning programs and gain buy-in from key stakeholders. Visioning
is the key to addressing important issues, such as the cost of the program,
policies & procedures, and compensation for faculty. If these issues are
not addressed it can be detrimental to the longevity of the online program. In
terms of visioning versus planning, I do agree with Bates that having a clear
and defined vision is more important than the planning. It is from the
visioning process that departmental or institutional leaders are able to define
objectives and goals that the department or university should be working
towards. Planning would not be successful, in my opinion, if there is no clear
end to work towards. The aspect of leadership and vision that stayed with me
after reading chapter 2 of the Bates book again is that it is essential to have
buy-in from faculty and staff in order for technological visions to be
realized. As Bates stated, often time’s staff and especially faculty view
changes that drastically affect their work as a threat. To offset this, the
leaders must prove to faculty and staff the changes will actually enhance their
work.
Monday, October 15, 2012
eLearning Management: Through Lexi’s Eyes
Novak.
(2012, April 26). Eyes Wallpaper.
Retrieved from Pictures Collections:
http://picturescollections.com/eyes-photos/wallpapersru-art-pack-112002/
|
eLearning
management is the act of ensuring that a eLearning program is appealing to all
stakeholders. When I worked as a Training Specialist for an organization, I trained
undergraduate college students to be telemarketers. For those who don’t know,
telemarketing is probably at the top of the list of most boring jobs and the
training program was even worse! I was tasked with revamping the training
program to improve the rapport building skills of the telemarketers. In order
to be successful I had to ensure that I provided management with evidence of
progress and ensure that resources were used as efficiently as possible, I had
to ensure that my fellow training specialist were comfortable using the new
training tools and techniques, and finally I had to ensure that the content was
engaging to the audience and improved their skills. All of these factors are
essential to managing the development and implementation of any training course
whether it is through face to face instruction or through eLearning.
Subscribe to:
Posts (Atom)