An Introduction to E-learning SmartGrowth Canada Network,

1 Overview 1.Terminology 2.Options and examples 3.Planning and stages 4.Resources

2 Learning Drives Mission  Educated staffers, volunteers, and board members are more productive contributors.  An educated donor gives more and more consistently.  An educated advocate is a better advocate.  A learning organization is a more effective organization.

3 E-learning Adoption “The move toward blended solutions, cross marketing, and integrated technologies is blurring the previous distinctions between the sectors. It is now plausible to speak of the greater ‘learning market,’ which in the U.S. is now worth over $900 billion.” Corporations: $10.6 billion Association: $3.4 billion Government: $2.7 billion NGOs: $1 billion

4 Some Definitions: Types of Learning  Distance learning Learning that’s not classroom-based  E-learning Learning that’s Internet-based; online learning  Blended learning Learning that combines different types of technology-enabled experiences or combines technology-enabled products with face-to-face, classroom-based experiences

5 Some Definitions: Types of E-learning  Synchronous E-learning provided in real-time, typcially via Web conferencing, a Webcast, or chat  Asynchronous Enables participants to engage when they choose  Self-Paced Learner works independently, generally with complete control over when learning content is accessed and pace of learning  Facilitated Learning experience guided by at least one individual—for instance, an instructor or subject matter expert—and usually according to a prescribed schedule

6 Options and Examples Virtual seminar –Real-time (synchronous), instructor-led online learning event –Application- and document-sharing, whiteboard, polling, video –Internet telephony (VoIP) or conference call Self-paced e-learning –On-demand, anytime access (asynchronous) –Can come back to review a lesson or concept as needed Facilitated, asynchronous e-learning –No need for participants to be online at the same time, although may have timeframe for completion –Projects, message boards, readings, tutorials –Primary format used by colleges and universities

7 Virtual Seminar  Time-sensitive briefings, presentations, and software application training  Interaction and motivation  Invest time to learn how to use these tools  Isoph, WebEx, Centra, Live Meeting, etc.

8 Synchronous format Instructor-led VoIP or companion conference call PowerPoint slides, whiteboard, application- sharing, Web surfing, text chat, polling Record for playback Virtual Seminar: Characteristics and Features

9 Broadening Impact: Drucker Foundation Two live online sessions –Facilitated –Interactive Discussion boards –Before and after Resources –Upload and download –Link exchange

10 Self-paced E-learning  On-demand format: anytime, anywhere, own pace  Flexible and scalable  Can be costly for custom development; low marginal costs to deliver  Can buy off-the-shelf  Motivation and encouragement for learners crucial

11 Educating the Public: NWF

12 Facilitated, Asynchronous E-learning  Time-limited format for moving through materials and participating  Numerous software packages or ASPs available (Isoph, Blackboard, WebCT, etc.)  Limited number of participants per event for quality offering  Significant commitment of instructor time

13 Example Facilitated Course Interface

14 Comparison of Delivery Options Delivery MethodScalableTrackingReportingInitial Cost Marginal Cost Online, synchronous, instructor-led MMMMM Online, asynchronous, self-paced HHHHL Online, asynchronous, instructor- facilitated MHHMM In-person, classroom- based LMMMH

15 Diagnose and Plan E-learning Success Model Analyze and Design Develop Learning Content Implement Measure and Evaluate Adjust Customize and Deploy Software

16 Diagnose and Plan  Business goals What will e-learning provide that we don’t have? How will it change what we do? How does it fit with overall organizational goals and mission?  Readiness, or needs, assessment Money? People? Time? How does this e-learning improve knowledge or skills? Time critical? Ongoing need or short term?

17 Analyze and Design  Content analysis What range of topics do we teach? How do they fit together? Which are most important online? Which are most time-sensitive?  Audience analysis Who are we serving? If multiple groups, who is most important? Why? Who is most likely to adopt?  Infrastructure Technology? Staffing?

18 Needs Assessment

19 Develop Learning Content  Specific content analysis Learning objectives, course length, assessment plan, style, tone, voice  Specific audience analysis Who, where, education level, experience with technology or online learning, access to technology  Presentation of specific content Approach, interactivity, who’s responsible for development and delivery

20 Customize and Deploy Software  Integration Communication with existing systems  Customization Optional or required, may require internal effort or work with a vendor or both

21 Implement  Marketing Pre- and post-launch  Launch Staged roll-out or big splash  Support Support for those who adopt

22 Measure and Evaluate  Data What you can and do collect  Analysis Attention to the important data, correlation  Evaluation Based on analysis, recommendations

23 Adjust  Revisit assumptions.  Modify processes.  Rinse and repeat.

24 Isoph’s Experience and Expertise Focus on nonprofit and membership organizations Professional services Isoph Blue software

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26 Changing the World “Learning is the next major challenge. We need learning more than we need more social entrepreneurship now.”

27 Resources  American Society for Training and Development:  Learning Circuits:  eLearning Guild:  brandon-hall.com:  MASIE Center:  Isoph Institute:  Isoph Tour Site: blue.isoph.com/tour Jeff Cobb [e] [t] , ext