The benefits of bespoke e-learning. A whitepaper from Commelius Solutions

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1 The benefits of bespoke e-learning A whitepaper from Commelius Solutions

2 The benefits of bespoke e-learning 10 essential reasons for choosing a bespoke e-learning solution The theoretical context In his taxonomy, Benjamin Bloom defines the cognitive learning domain as 'learning information and the processes of dealing with that information'. In e-learning terms this can relate to knowledge, skills and, to a degree, behaviours. Within the cognitive domain there are six levels of learning assessment: Basic knowledge To recall and memorise Comprehension To translate from one form to another Application To apply or use information in a new situation Analysis To examine a concept and break it down into its parts Synthesis To put information together as a unique way to solve a problem Evaluation To make judgements using standards of appraisal Whilst most good e-learning programmes will assess learning within the overall process through a range of cognitive levels, it's commonly acknowledged that the most effective way of achieving competence is by allowing the learner to analyse and apply the skills, knowledge and behaviours as they relate to their role at work. By contextualising the learning and making it specific to the learner's role and experience, there's much better opportunity to directly improve competence. Essentially, this is what bespoke learning solutions - written and developed specifically for a pre-defined audience - can do. That s the theory so here are 10 practical reasons why only bespoke will do: 2

3 1. Generic material doesn't exist This is the obvious situation when a bespoke solution is essential. Areas where organisation-specific training is imperative include induction, product knowledge, sales support, internal processes, end-user IT applications (where the application is bespoke) and other organisational change-related areas. 2. Reflect your corporate style and philosophies At one level it's important that e-learning courses and delivery environments are customised through corporate branding (logo, colours, fonts etc.) This is of particular interest to the marketing department but it's also important that learners feel the course has a clear corporate identity (as long as it's done to an appropriate level!), to illustrate that the organisation is 'personally' making an investment in their development. However, just as important is the need for the course material to be written in a style that fits the organisational culture, as well as using language that is appropriate to the subject matter and learner requirement. 3. Direct focus on the audience Lack of a direct focus on the audience is one of the major reasons for ineffective e-learning. If a distance learning solution (like e-learning) does not directly engage the person sitting at the computer then it has failed. The initial needs analysis activity during the specification stage of development is critical in defining the audience profile, and this will enable the bespoke solution to engage the learner through: Appropriate pitch of delivery i.e. written style and tutorial approach. Understanding the educational level of the learner, where they will be studying, and what their prior knowledge and experiences are. Relevant use of interaction - too much interaction or interaction through inappropriate methods can result in some learners feeling patronised; too little and the courses can become 'page turning' exercises % relevant content Whilst learners should expect to apply themselves in an active way during the learning process, they should not have to work too hard at understanding how the knowledge and skills they have gained can be applied to improve performance in their role. The content of the e-learning course should provide links to help learners understand the direct relevance and application of the areas covered. Bespoke e-learning can do this in two primary ways: 1 By ensuring that the content is contextualised to the learner's workplace/organisation through specific imagery, written style, and relevant and realistic case studies and scenarios. 2 By expanding the e-learning course into the workplace - asking a learner to 'consult a colleague' to share their experiences, or find examples in the workplace to identify current practices. 3

4 5. Within a blended solution If we define blended learning as a method of distance learning that combines technology (e.g. e-learning) with traditional training methods through an optimum mix which is appropriate for the subject area and audience, then it's unlikely that 'off-the-shelf' generic solutions can ever be a total solution. In its most effective format, blended learning uses granular chunks of learning, based on pre-defined learning objectives within an overall programme. This is then delivered seamlessly through different media. By using a range of delivery mechanisms (on-line, instructor-led, coaching etc.), learners are able to interact through the most appropriate resources and therefore learn more effectively. Assuming the correct process of; identify learning objectives - define delivery mechanisms - develop/obtain materials, is followed then the content must to a large degree be bespoke or there is a high-risk that some elements are delivered through inappropriate mechanisms. 6. Learner-focused structure and functionality Bespoke enables the structure and functionality to be focused in a range of areas: The content can be structured for the learner and/or organisational perspectives e.g. it can either be delivered through reusable learning objects, or through a modular structure with a high degree of context-specific material. Relevant functionality can be applied for the purpose of the course e.g. choices can be made from a range of functionality; frequently asked questions, glossary, discussion forum, resource links or pre-assessment, depending on what best supports the learning objectives and audience requirement. The material can be configured to work to a pre-defined technical specification, with management information transferred to any SCORM conformant learning management system. 7. Effective and direct assessment This relates back to the six levels of learning in the cognitive domain of Blooms Taxonomy. Bespoke e-learning is able to effectively select the relevant assessment approach, depending on the level and type of learning being assessed. Additionally, the assessment questions can be more directly pitched at the correct level for the audience, and can be related to situations that match to the learners experience and organisation - rather than based on abstract examples that, at worst, are from a different industry. 8. Integrated learner support This is one of the key elements that support e-learning as an effective learning tool. Bespoke solutions enable learner support to be integrated (or even blended) with the overall solution in a manner that's operationally viable within the organisation structure. Whether the learner is supported by high-tech on-line collaboration tools through a learning management system, or through more direct and perhaps low-tech line manager support using briefing documents and checklists, the importance of integrating this within the structure of the learning material can often be the difference between learner support being implemented or not. 4

5 9. Cost-effective development and deployment At one level it's hard to reconcile bespoke development being cost effective when comparing it with pre-developed generic courses. However, this depends on the cost models through which the generic and bespoke materials are sold. It's not unusual today for generic materials to be sold on a licence basis for a predefined number of users. Often this is renewable through an annual contract. Whilst the cost per head may be low (when compared to instructor-led training), it can become sizeable over a three year period for a medium to large sized audience. Bespoke development is typically a one-off fixed cost payable after delivery, and not subject to annual licence charges or ownership by a third party. On the assumption that a bespoke course should have a 'shelf-life' of up to three years, the cost comparison over this period with a generic course can be attractive if the audience size is large enough - and the client ends up owning the course! 10. Ease of maintenance As most generic courses are owned by a third party supplier, the user has no jurisdiction over what content they include or how often they are updated. As a bespoke course is developed solely for one organisation, it's in the interests of the supplier that content can be easily maintained and content changed. Often suppliers can develop courses within template-based frameworks that will let the client maintain their own material, and this can add to the cost-effective argument for bespoke materials. 5