Transitions in eLearning environments: The Australian Army Diane Newton Allan Ellis

Research project Research into impact of eLearning Initial exploratory research-understand learning context and issues Historical documents Trial course evaluations Observation of classes Pilot interviews (managers, developers, designers, instructors) Reports and papers NEWTON & ELLIS

Why eLearning? Manager interviews: Minimise disruption to units, trainees and families Deliver standardised training across locations and members, including reservists Create an instructor surge capacity Reduce training costs “Most importantly”, optimise quality of learning experience: shift from training delivery to learning facilitation NEWTON & ELLIS

eLearning transitions 1993-individuals, Army Doctrine Electronic Library (ADEL) CD-ROMs 1996-Strategic support: Defence Efficiency Review, TECHSIM 1998-Regional Training Centres, flexible learning centres 2000-Training Technology Centre Australian Defence Organisation, Project DOMAIN, Shareable Content Object Referenced Material (SCORM) NEWTON & ELLIS

CD-ROMs or Web? Soldiers spend time in field training Limited bandwidth & reliability of Defence Restricted Network; access to computers and Internet Optimise learning experience ADO directive: ThinQ LMS, Evolution (Outstart) Distance Learning (reservists) trial NEWTON & ELLIS

Training Command –Army, 2003, ‘Technology Based Training Sampler’ NEWTON & ELLIS Animation: safe practical skills problem solving

Training Command –Army, 2003, ‘Technology Based Training Sampler’ NEWTON & ELLIS First Aid: compulsory training

Training Command-Army, 2003, ‘Technology Based Training Sampler’ NEWTON & ELLIS Scenario problem solving exercise

Army HQ Training Technology Centre, 2004 NEWTON & ELLIS Introduction

NEWTON & ELLIS Army HQ Training Technology Centre, 2004

NEWTON & ELLIS Army HQ Training Technology Centre, 2004 Lesson

NEWTON & ELLIS Army HQ Training Technology Centre, 2004 Summary

NEWTON & ELLIS Army HQ Training Technology Centre, 2004 Quiz

Course designers and developers External pressures-rapid change, change in autonomy Learners’ needs-main priority Changing skill set-new programs & learning environment Technical-limited bandwidth, ADO requirements Cultural-decision-making, authoritarian Need to build on existing skills, consultation & communication NEWTON & ELLIS

Instructors Learners’ needs- main priority Changing role-‘facilitator’, mentor, changing skills Student relationship- less questioning, control, authority Learning environment- standardised, provides background, updating content Culture- tradition, decision-making Need for consultation, communication, flexibility in delivery NEWTON & ELLIS

Further research Impact on learning (theory, practical & retention in field) Impact of different contexts of learning Students’ characteristics & perceptions Instructors’ perceptions & role Measuring effectiveness of eLearning Relationship with military culture Online LMS role Web communications role ?? NEWTON & ELLIS

Contacts Diane Newton Allan Ellis School of Social Sciences Southern Cross University Lismore, Australia