E-learning and Context!

‘Context’ is an interesting term. For most things we do we want to know the ‘context’. May be it is a result of being ‘adults’ – of being able to think independently.

‘My needs need to be met. Whatever you offer must be customized to my needs!’-is an oft heard term.

Some days back I was having a conversation with a colleague on how we could make e-learning efforts more effective. She asked ‘What can we do to ensure more acceptance and usage of e-learning?’.

I reflected on how I had felt when I had taken e-learning modules and what I had heard from others who had taken these modules.

‘Content is standard. It is not customized to our workplace requirements.’

‘Content is good. But how do I use it on my job? I am not sure. I felt great when I took the modules. But here I am 5 months down the line and I am not sure what has changed.’

‘It is boring to study alone. Classroom learning is much better. You can talk with people and share your experiences.’

‘Customization’ and ‘Context’ seem to be the 2 lacks in e-learning modules.

What can be done about these?

Should we revert to only classroom and on-job learning efforts?

Or should we see ‘how to build context into e-learning and customize e-learning to our needs?’

Do the solutions only lie in design of e-learning modules? Should we focus on creating more customized e-learning modules? But that always comes at a cost and you always run the risk of quick redundancy.

For that matter even in case of classroom training (ILT as I heard someone say J), program contents/design can be customized only to a certain extent.

I feel the answers lie in looking at what supporting structures can we use along with e-learning to build context and customize content for each individual learner.

A few things that can be done:

• Use a ‘blended learning approach’- Blend e-learning along with classroom learning efforts. So e-learning is one part of the learning process and there is a ‘classroom like’ forum which is instructor led and where you have peers who are struggling with same/similar problems. ‘Classroom’ like can mean a proper in-person classroom session, a virtual classroom, a conference call where everyone dials in, etc.
• Necessity for learning discussions between the boss and subordinate as primary driver of learning effectiveness still exists. These discussions have to be pre-program (on what you want to take out from the sessions), post-program (what have you derived from the sessions and how you want to implement them), and review sessions (how is the progress). E-learning can only support this primary driver.
• Come out with other formats in which you create two elements of classroom learning that learners most relate to: 1) presence of an instructor; 2) peer discussions we learn from. What can be these formats? I am still searching for answers! Can you suggest some?

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Sourav

Storytelling!

How do you effectively communicate your message to a group who has not experienced what you have experienced?

Do you provide an overview, or a generalization? Do you talk about what might it feel if they were to experience what you experienced? Do you create a simulation of the conditions you faced and let them respond/cope?

We can do some or all of these. But what I have found significantly impactful is “story telling”.

I remember a few years back moving from the Audio-visual mode of presentation to the “story telling” method for interactions with groups of students. A person who had experienced the company, talked of his experiences. These were not generalizations but actual experiences that were spoken about. I remember the presenters being enthused about doing this, and I remember the audiences raving about what they had experienced.

Last year, we tried communicating the importance of e-learning through “street plays”. Till then we had struggled to find buy-in for our e-learning initiatives. We had used e-mails, e-mail advertisements, presentations in conferences, etc but to hardly any avail. But the street plays seemed to strike a chord with people. Suddenly the number of site visits, course enrolments and course completions jumped up.

I remember my Mathematics teacher in School (if I remember correctly his name was McDermott) used to tell us stories towards the end of the class and he used to have us in rapt attention – Omen was our most favourite story! (any memories ? J). I actually can still recollect visuals of he telling us his stories even though I don’t remember much of the Mathematics he taught us.

A common childhood memory we cherish is one of our significant parental figures (mother, father, grandfather, or grandmother) reciting stories to us. Can you visualize such instances from your past? How does it make you feel?

The “Storytelling” parts of the Appreciative enquiry discussions, we had last year around, impacted me the most. I remember neither the details of the session structure, nor the exact details of the stories of my teammates. But I do remember the feelings I was left with at the end of those conversations. I also retain a strong bond of friend ship with my teammates.

Over and over again, the power of storytelling shines forth!

What makes storytelling such a powerful mean to communicate? I wonder!

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Sourav