Setting the Foundation for a Successful Online Learning Environment

When building anything, you must have a solid foundation. The creation of a successful online learning environment is no exception. There are essential components that need to be considered when planning an online course. Strong defined objectives, technology that is available, and communication that outlines expectations clearly are a few that need to be well-thought-out when planning.

Defined Objectives

Providing the learners in the course the course objectives from the beginning enables them to digest the focus of the course. In the initial weeks of the course, it is important that the facilitator engage the learner in analyzing their own learning goals. This helps to connect the learner to the course objectives. Additionally, it will provide insight into the learners’ zone of proximal development (Boettcher, 2010).

Tying the defined objectives to technology use can be one of the areas that educators struggle with when incorporating technology in a meaningful way. Most educators are familiar with Blooms Taxonomy and how to utilize the key terms and verbiage to plan varied instruction. Technology should not be utilized for technology sake. It should have direct purpose in achieving an objective. Here is a great visual of what types of technology correspond with each level of Blooms Taxonomy.

 (Marshall, n.d.)

Technology Plan

As a course is being planned, it is essential to be familiar with any technology that will be utilized during the course. As the facilitator, you may need to provide clear directions, pair up tech savvy students with non tech savvy students, or just provide a non-graded assignment to provide learners a chance to use the technology choice prior to needing to use it for graded work. This can significantly reduce the anxiety a learner can feel with an unfamiliar technology choice (Conrad, 2011).

Additionally, basic tools to set up on the back end of the course include:

Course Template for uniformity	Ability to upload documents and pictures
Ability to revise and comment on submissions	Understand and set up gradebook
Set up teams and groups	Create relevant discussion forums

(Boettcher, 2010)

Clear Communication

Learners in an online learning community need to have clear communication on what is expected for assignments and submissions. Utilizing purposeful technology such as: blogs, discussion boards, wikis, and the like provide a place for communication and assignment submission to take place. Additionally, learners can utilize other familiar tools to them, such as a webinar tool, to communicate with one another to learn with and from one another.

The facilitator of the course needs to also provide guidance on expectations for the course. A course syllabus should always be included to communicate goals, learning outcomes and requirements. Included with that syllabus should be guidelines for discussions and the rubric utilized for grading throughout the course.

Clarity of requirements and ways to collaborate are vital to a successful online learning community. Adult learners come to the online forum with unique life experiences and social networks that impact their learning focus and personal goals. George Siemens defined his learning theory of Connectivism as an integration of technology and social networks where new information is abundant. Technology and networks of the digital age allow individuals to collaborate, and learn with others all over the world with their own unique networks and ideas. With a common purpose of growth and learning, online courses create an environment like no other for learning to take place, support to be shared and encouragement given around the world at a touch of a button. In one discussion board alone encouragement, questioning techniques and writing styles can all be shared and discovered under one post. The opportunity to learn from people of different cultures, experiences, and make connections to prior experiences provides for optimal learning opportunities (Siemens, 2012). By providing a solid framework to express and learn in, the learner can freely discover new knowledge and share with others ways they see application of this new content in everyday life.

 Resources:

Boettcher, J. a.-M. (2010). The Online Teaching Survival Guide. San Francisco: Jossey-Bass.

Marshall, G. (n.d.). Bloom's Taxonomy. Retrieved from https://sites.google.com/a/henrico.k12.va.us/short-pump-itrt/bloom-s-digital-taxonomy

Conrad, R.-M. a. (2011). Engaging the Online Learner. San Francisco: Jossey-Bass.

Siemens, G. (2012, October). Connectivism. Walden University Video Media.

Online Learning Communities

                Remember back to sitting in a brick and mortar classroom with your friends in your class and the teacher at the front of the room spewing tons of knowledge into the air for your brain to connect to any piece of it in order to remember it for a test later. Now, ask yourself what was the best part of the course? Most would say, my friends were in the class. The greatness of the course always increased if the teacher provided opportunities to work with a partner or with a group. Why was this type of activity make class better? Socializing with peers and sharing ideas made the content more understandable and the project that much better.

                Now take the above scenario and think about those who are designing instruction today, with the focus on 21^st century skills and the increase in online learning experience. Can the “great teacher who allowed collaborative groups” easily adapt the course they taught the last 10 years to an online format? The answer is NO. “Traditional education strategies are not directly transferable to an online environment” (Palloff, 2016). Time, structure, and the application of principles and sound theory need to be used to build the foundation of online instruction through a solid learning community.

                The need and goal for peer learning is the same in traditional and online communities. But, similarities stop there. How to achieve that learning community in the online environment is different and takes the teacher shifting from the role of director to facilitator (Conrad, 2011). The online learning community includes people, a purpose and a process.

Impact on Student Learning

                Successfully implemented online learning communities create an environment where the facilitator and the learner are equal participants in achieving the learning objectives. They work together side by side. As a community, the participants challenge each other to dig deep in their thinking and provides immediate feedback to one another and provokes deeper reflection on content. The learning community contributes to learners being more self-directed in their learning and to leave the learning community transformed by the new knowledge acquired (Palloff, 2016).

Essential Elements of online community building

                The facilitator plays a critical role in the learning community model. First, the course design needs to be built on solid theory. The theory will serve as a map to design strategies that assist the learner in achieving the goals and objectives for the course (Saba, 2016). Next, the facilitator responsibility and general setup needs to be considered. Key elements are:

Facilitator Responsibility

·         Be sure to be familiar with all technology utilized in the course in order to assist students ·         Be involved throughout the entire course. The facilitator should model the appropriate interaction and response style. ·         Set the tone for the community interaction

Online Set-up (Palloff, 2016)

·         Easy to navigate the LMS ·         Create a warm and inviting environment that is safe for personal expression by sharing initially with the class ·         Take part in the community discussions, especially checking in the first 2 weeks of the course to be sure the learners are supported with any possible issues. ·         Share a personal bio and encourage others to do the same in order to get to know one another prior to sharing about content.

Sustaining an online learning community

                To sustain a positive online learning environment, learners need to feel empowered to share ideas and feel challenged to think deeply. Once the atmosphere of the community is established, the rules of engagement must be clearly outlined. How and where to share ideas, how often and in what form are a few to outline. Also, planning ahead to meet the needs of those who have never participated in a learning community. Starting with simple interaction, like reading and responding in written format in a discussion board would be a great start. Additionally, providing an introduction to the LMS and the philosophy of online learning can ease the tensions of those new to the online community and are more likely to have them continue with the online learning community option (Palloff, 2016).

Relationship between community building and effective online instruction

                Implemented correctly, the relationship between community building and effective online instruction is a positive one. It provides learners a feeling of being part of something larger and brings personal satisfaction in successful completion. The “normal” peer pressure the community brings to succeed push learners to give a little more and learn more.

Resources

Conrad, R.-M. a. (2011). Engaging the Online Learner. San Francisco: Jossey-Bass.

Palloff, R. a. (2016, January). Online Learning Communities. Laureate Education. Walden University Video Media.

Saba, F. (2016, January). Evaluating Distance Learning Theory. Laureate Education. Walden University Video Media.

  

Sharing in a learning Community

Blogging is a great way to share resources and build a learning community through social media. 

For the next 8 weeks, this blog will focus on developing distance education systems and how to provide equivalent learning experiences. 

I am hoping to connect to other IDT professionals in this online professional community.

Ways to Improve Development from a basic Foundation

Some organizations begin the process of employee development with great intention. They provide  strategies in the goals and mission of the group but don't follow through to the end to get the full benefit. 

Here is an example of an employee reaching out to the organization's director who has provided a foundation for organizational development but lost the focus to follow through at all levels represented in their organization. 

On a personal level, I am encouraged to promote my own continued development. My own development plan consists of:

1.     Formal Education- I earned my master's degree a year ago and am now pursuing an additional certification in Training and Performance Improvement. Though my additional education has not earned me additional income from the organization, it has evolved my position from a strictly support role to more of an instructional design, implementation and support position. I have been able to increase my experiences.

2.     Tuition Reimbursement- Though budget in the organization is limited, each year on a first come first serve basis, an employee can submit a course for reimbursement up to $500. It is a start to supporting development of employees at all levels.

3. Goal Setting- I am going to work with my supervisor to engage in the Talent Ed evaluation process from the beginning of the year until the end instead of a "quick check off" get it done type of attitude towards it. Self reflection on personal goals and supervisor feedback consistantly refocuses both parties into changes that are needed and those positive goals that were achieved.
4. Training- I plan to seek out conferences to stay current on best formats for trainings for end users. Additionally, preplanning for those trainings for colleagues needs to take a front burner role within the department. Presenting to leadership the need for those who are "trained to train" rather than the SME support person in a specific skill conducting training sessions. I desire to bring an understanding to the department that training development needs to go beyond "I know how to do the task so therefore I can train others on it".
(Noe, 2013)

Resources:

Noe, R. (2013). Employee training and development (6th ed.). New York, NY: McGraw Hill.

High Tech Training- Does it have a future?

There are many technology tools available to trainers today to use in their design of instruction. Each potential tool having a purpose for use that is connected to the stated objectives of the training and the overall goals of the organization. Technology should never be utilized for the sole objective of "using the latest and greatest" in a learning environment. Technology is one of many tools to consider when designing a training session.

New Technologies:

So what new technologies are out there in the toolkit and when should they be utilized with purpose?

LMS- Learning Management System

“Can provide employees, managers, and trainers with the ability to manage, deliver, and track learning activities” (Noe, 2013). 

• Helps reduce travel

• Reduces the amount of time to complete a program

• Makes content more accessible to learners

• Can include discussion boards for collaboration with peers on new content

• Depending on the objectives of the training, utilizing an LMS can bring together various levels within the organization into one focus and interact with each other and content

New LMS companies are always popping up and pitching why their LMS is the way to go. Depending on the goals of the organization will depend on the type of LMS to be chosen. A public education organization is not looking for the same components as a private sector company such as Capital One.

SAMPLE LMS: http://www.itslearning.net/

Web-based Training Using a Blog

“Training delivered using a computer or the web” (Noe, 2013)

“A webpage where an author posts entries and readers can comment” (Noe, 2013)

• Utilizing a blog to provide web-based training reduces cost since a blog can be created for free on many sites, like this one.

• Creates an interactive communication space for users to share content and learning

• Quick access to new content and ability to utilize the site as a resource in the future for refreshers.

• Communicates directions, processes and can hold written content as well as videos and images

I utilized a blog using word press to train 47 elementary school (all teachers) on their new and first ever online gradebook. Additionally, I use the site to communicate with parents on various processes and directions for them. My team also responds to parent questions and comments as needed. Web-based training reaches beyond land and time zones to collaborate and share key information.

SAMPLE: http://blogs.henrico.k12.va.us/integrateddatasystems/specialtycenter/applicant-process-parent-overview/ (Banholzer, 2015)

Mobile Learning

“Delivery of training through handheld mobile devices such as a smartphone or tablet computers” (Noe, 2013)

• Includes both formal and informal learning

• Provides the flexibility to attend webinars, conference calls, or access other learning content from anywhere

• Ability to respond to stakeholders in a quicker timeframe

Americans are on the move constantly. Access to learning through a mobile device provides the flexibility, quickness and concise content that professional’s desire. In the IBM and Columbia University study of 2009 research identified 6 key areas to design effective mobile learning:

1. Only include critical information

2. Be web-based

3. Contain 3 screens or less to access

4. Arrange content in chunks

5. Layout readability for minimal clicks and scrolling

6. Minimal images so that download is not affected

(Ahmad, 2010)

Chat Rooms or Discussion Boards

“An electronic room or discussion board where learners communicate”. This may occur synchronously or asynchronously (Noe, 2013).

• Brings learners together to share struggles and understanding of content together from many backgrounds to learn from one another

• The trainer is more of a facilitator of learning to be sure objectives are met

• Colleagues can share true experiences with one another and collaborate on issues, problem solve, and future plans, processes or implementations

SAMPLE: https://www.youtube.com/watch?v=hj5HPtYMqtA (Culpechina, 2015)

Web 2.0 applications

“…proven to facilitate collaboration and knowledge-sharing before, during and after courses (training)” (J, 2009)

• Essential part of every aspect of work in every industry

• Facilitate collaboration among colleagues

• Promote reflective learning

• Reinforce learned knowledge from training sessions

• All about staying connected (J, 2009)

Technology tools will continue to evolve and attempt to meet the needs of learners. The young people of today are focused on quick accessibility, instantaneous feedback, flexibility and interactivity (Stolovitch, 2011). We see this with the rise of gaming systems and the plethora of mobile devices that engage us daily. There will always be a latest and greatest. The utilization of that tool needs to fit the situation, the learner and the content objectives.

Resources

Ahmad, N. &. (2010). Smartphones make IBM smarter, but not as expected. Training and Development, 46-50.

Banholzer, M. a. (2015, August). Specialty Center Parents. Retrieved from HCPS Blogs: http://blogs.henrico.k12.va.us/integrateddatasystems/specialty-center/applicant-process-parent-overview/

Culpechina, G. (2015, June). Effective Discussion Prompts for Online Discussion Boards. Retrieved from YouTube: https://www.youtube.com/watch?v=hj5HPtYMqtA

J, S. (2009, October). Effective use of Technology in training. Retrieved from BCA.org: http://www.bcs.org/content/conWebDoc/32836

Noe, R. (2013). Employee training and development (6th ed.). New York, NY: McGraw Hill.

Stolovitch, H. &. (2011). Telling ain't training. Alexandria, VA: ASTD Press.

Is Training the Solution?

            Too often when an organization identifies a problem, they attempt to solve it by recommending training for all in the department or team. Training does not solve all issues. To determine if training is the appropriate resolution, a training professional should conduct a needs assessment, the first step in the instructional design process. This will help identify the gap and determine if this is due to lack of knowledge and skill, which training would resolve or if the issue is more motivation or a need to adjust workflow, which training would not address (Noe, 2013).  The organization can save money and resources by taking the time to complete the needs assessment prior to developing the training. The needs assessment can include the following:

On the job observation	Document analysis	SME interviews/Focus Groups
Questionnaires	Online technology	Historical data review

(Noe, 2013, p. 118)

No one method is more effective than another. A combination of techniques can provide the best overview of the problem.

            Typically a needs assessment involves analysis of the organization, personnel and tasks to be completed.

Organizational Analysis	Looks at the organization’s business strategy, its resources for training and support by managers and peers for training actions
Person Analysis	1.    Identifies if the deficiency is from lack of knowledge, skill or ability or is it lack of motivation or process issue 2.    Who is to take part in the training 3.    Are the employees ready (prior knowledge and readiness) for learning
Task Analysis	Pinpoints the tasks, knowledge, skills and behavior to be accomplished by the training

(Noe, 2013, p. 114)

            Let’s look at an example. Men’s Wearhouse “Founded in 1973, Men's Wearhouse is one of North America's largest specialty retailers of men's apparel with 1,758 stores” (Men's Warehouse, 2015). In reading through their site, customer service is a main focus of the organization. They also contribute to the community around them and the founder, George Zimmer makes it a priority to visit universities to discuss leadership, management style and organizational culture. (Men's Warehouse, 2015)For this organization, training and personal growth is part of the cultural makeup to continue being a successful business.

Organizational Analysis

Based on company literature on their website, the commitment to training and the resources to support training are clearly present and a priority in this organization. If the resolution to the issue is training, the dollars and managerial support will be provided by the members. The ID would want to look at prior data from the success and failures of prior training implemented in the organization to not only gauge the readiness of the stakeholders for the training but to plan for resistance.

Questions to ask: Managers: Do you foresee training as a tool to support and meet company goals? Trainers: In your experience, will you receive the necessary support to conduct training? Employees: In the past, has training provided to you impacted your personal growth in the organization and transform your ability to do your job?

(Noe, 2013)

Task Analysis

Men’s Wearhouse is focused on training for all levels of employees, from founder to novice. The stakeholders to analyze the need would be members of higher management to the newest employee in the particular department. A representative of each can contribute their perception of where the gap is causing the problem. Utilizing job observation, SME interviews and questionnaires could provide quality responses to identify the “pressure points” and determine if training will bring the desired outcome.

Questions to ask: Managers: Do the members to be trained have the prior knowledge and ability to perform the outcome the training is focused on? Trainers: Which type of activities will be utilized in the training to accomplish the objective and goals of the training? Employees: Are the identified goals provided by management realistic gaps in your department?

(Noe, 2013)

Person Analysis

Looking at the specified department identified for training, it is important to take it a step further and assess the skills and gaps within this smaller group of the organization. Are these gaps due to lack of knowledge and skill or does a business process need to be re-designed? Men’s Warehouse would need to use their stakeholders to gain the answers and how to proceed. With their commitment to providing customers with great service and wanting to be a core participant in the community, ensuring their employees are truly trained  and gaps are minimal would be supported by all levels of management.

Questions to ask: Managers: Which levels within the department need to be trained? Will all members, including managers need the training or core employees only? Trainers: How, as the trainer, will you identify the differentiation needs to have all members being trained be successful? Employees: Do you feel that the expectations for learning and performance are communicated clearly to you and are obtainable with the training provided to you? Are you provided quality feedback to reflect on your personal growth?

(Noe, 2013)

           At the conclusion of the needs assessment, the ID will need to identify the best practices for achieving the goals outlined by the organization. What gap has been identified, are the resources being provided to design and conduct a true training, and are the identified employees to be trained ready and possess the prior knowledge to be successful in the training? Using the needs assessment analysis as the foundation to design appropriate training, the ID will combine this with the characteristics of adult learners (Stolovitch, 2011) to move forward and design training that transforms the trainee.

Resources

Men's Warehouse. (2015, July 9). Retrieved from investors: http://ir.menswearhouse.com/

Noe, R. (2013). Employee training and development (6th ed.). New York, NY: McGraw Hill.

Stolovitch, H. &. (2011). Telling ain't training. Alexandria, VA: ASTD Press.

Training Pep Talk in under 2 Minutes

Imagine you have less than 2 minutes to give someone an "elevator speech" regarding the "truth" about training. This person does not believe that training is important, complicated, or even necessary. What might you say?

CLICK HERE for AUDIO

….... HI. Can I ask you a pointed question about working here? In one word, how do most employees here feel about training opportunities they are given? Pointless? That sounds like a lot of organizations. The “truth” is proper training is so important to your personal growth and the growth of your organization. A key to successful training for you both is a refocus on leadership and empowerment. (Noe, 2013, pp. 77-78) Managers need to rebuild their “leadership tool box”.  You can encourage your leaders to seek their own professional growth focused on good communication, being a leader or mentor vs a boss, learning to provide feedback that encourages personal reflection, and defining and sharing a clear vision for the organization.  (Taylor, 2010) As a member of the organization, you are invested in its positive growth. By sharing these suggestions with leadership, it can encourage conversation about positive training for all members of the organization and pointless training can be a thing of the past. Give it a try and good luck.

Resources

Noe, R. (2013). Employee training and development (6th ed.). New York, NY: McGraw Hill.

Taylor, L. (2010). Put Leadership Training on the Front Burner. Bloomberg Business week.