So you’ve been asked to introduce online elements to your training blend.
Let’s recap the 4 key aspects you need to consider:
- The learning objectives for the programme
- How the training will be assessed and evaluated
- The needs of the target audience
- How value will be added to the organisation by the programme.
This is just as you would do with traditional learning of course and, of course, you’d begin with learning objectives. You wouldn’t just leap to the first online LMS you could find, would you? Well, if you’ve done this then you wouldn’t be the only one; I’ll come back to that in another blog.
Once learning objectives have been clearly identified, the training practitioner is obliged to consider each objective in turn and to make decisions about the most effective way or ways of achieving that particular objective from the variety of technological learning ‘enhancements’ available or whether this is best met by face-to-face working.
There are, generally, constraints to this process of course as you have to take into account cost, resource availability, time available, size of group, geographical location and so on, and most importantly, how the other learning objectives will be met so that the components will truly be blended and not just stuck together in a haphazard, bolt on fashion.
The creativity this affords the L&D practitioner is more than we’ve had in a long time! But it can be offset by the professional challenges it presents.
My opinion is that it’s part of our CPD to assess and evaluate the technology as it impacts learning, even if we reject it and stick with the classroom method we’ve always used.
So have a little reflect on the following questions:
- What challenges does online learning present to you as a training practitioner?
- What do you see as the benefits of using online learning methods for your students?
- What challenges do you think your organisation faces when it comes to introducing online learning?
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