Even the most energetic cheerleader may need to apply a little technique when it comes to starting a new e-learning program. Here’s how to focus on the benefits of online training to your organization’s stakeholders, not simply the features.

Focus on benefits for buy-in

You may be positive that an e-learning program is perfect for your organization, but when it comes to delivering that message to your colleagues, you’d do better focusing on the why rather than the what.

Why? Benefits make more sense than features. It might be great that your learning management system has blogs, easy to follow forums and granular tracking and analysis. But most people what to know how that program will solve their problems.

Here are some great examples of some of the biggest features and benefits of e-learning to prime your next discussion:

Instead of …

“It’s self-paced.”

Try:

“We can save $20,000 per year by eliminating monthly in-person training sessions.”

Why it’s better:

Explain what happens when you allow people to take an e-learning program as needed. In practical terms, it might mean that you can save on trainer costs, you don’t have to buy training materials, you no longer need to block out a certain amount of time for instructor-led training. Figuring out how much money that will save will help you make your case.

Instead of …

“Accommodates multiple learning styles.”

Try:

“Retention is improved because information is presented in various formats.”

Why it’s better:

In this case, it makes sense to strike the jargon about learning stylesand explain the outcome. If you’re trying to give your staff a new skill set for their jobs, it’s critically important they remember it. That’s much more important to your organization than pedagogical jargon.

Instead of …

“It’s computer-based.”

Try:

“It’s good for the environment. A study University found that the production and provision of the distance learning courses consumed nearly 90% less energy and produced 85% fewer CO2 emissions than conventional campus-based university courses.”

Why it’s better:

Back up your claim with facts. The fact that it’s computer-based training isn’t much use, but if you find a study, like the one here from Britain’s Open University, can give you the credibility and research that helps explain why it’s important.

Eventually, your discussions will be broken down into key features and if they’ll work with your organization. In the beginning, however, it helps to think about what kind of effect a new e-learning program will have and why.

[Image: Flickr user opensourceway]

Think back on every one of your failed New Year’s resolutions. The reason you failed probably had something to do with abstract, unspecific goals: get thin, exercise more, enjoy life more. Without clarity, it’s nearly impossible to figure out how to succeed. You’re doomed by January 2.

Goals should be less abstract, more concrete

[Image: Flickr user opensourceway]

The same kind of thinking can harm a new e-learning project. Unspecific goal-setting can prevent you from knowing if your e-learning project is a success. If before you begin developing your training curriculum, you specify abstract goals like, “train employees,” “put this PowerPoint presentation online,” or “set up e-learning infrastructure,” you’re bound for failure. Instead, think about what success looks like, think about how you’ll arrive at success, and you’ll know if your online training program is doing what it should.

An easier way of arriving at a list of goals is to pose these simple questions to yourself or your team:

• Why do you want to do the training?
• What will your learners get out of it?

When you answer these questions, make sure to attach a number (like a percentage), so it’s measurable and a due date, so you have a focus and target–a must for continued funding.

Measurable, actionable and realistic e-learning goals

As soon as you pose meaningful questions to your team, you’ll find it’s much easier to create measurable, actionable and realistic e-learning goals. That will also help you keep spending in check and calculate the return on your e-learning investment. Training programs are expensive, so you need to be able to show how well your new e-learning initiative works.

What might those goals look like?

• Transfer 50% of training programs into online format by the end of the next fiscal year.
• Train 95% of employees in HIPAA requirements by January 1.
• Increase awareness of new products by 25% among sales staff by the end of the quarter.
• Successfully operate new medical device in five minutes or less by the product launch.

See how easily you’d be able to see if you met those goals or not? Prefix each list item with “Did we …” and you can answer each by a simple yes or no. Also by setting goals at the beginning, you’ll have something concrete to shoot for.

Time is money, especially when it comes to educating a group of people. Time is even more money when that group meets in person vs. online. Consider how e-learning can save your budget.

Image: David Castillo Dominici

It’s easy to overlook all of the hidden costs of in-person instructor-led training. There’s real time and cost involved in putting actual bums on actual seats. Just start to jot down the costs of getting people into a room together, and it’s easy to see how the prices quickly shoot up.

Training material costs

• Space rental and overhead
• Day rates
• Instructor travel (airfare, taxis, hotel, tips)
• Learner travel (airfare, taxis, hotel, tips)
• Printing
• Collating
• Binding
• Storage
• Food (breakfast, snacks, lunch, drinks)
• Presentation equipment

I can keep going, but you get the point, right? The instant you start gathering people into a room together, it costs a lot of money.

One of the strongest business cases for e-learning is for lowering training costs. That’s why so many companies turn to e-learning, especially when they have ongoing programs, a large number of people to train or have a geographically dispersed workforce. That was the rationale behind a government-led project Talance completed for a division of the Massachusetts Department of Public Health. It’s cheaper to bring people from across the state together online.

Time involved in training

It’s easy to see how the kinds of things you can buy at your local Staples drain the coffers. One item that’s often neglected from “should we move to e-learning” calculations is the cost of time. Instructor-led training simply takes longer than e-learning.

“My company has found that on-ground courses that move to eLearning take about half the ‘seat time’ in their eLearning format,” Judy Unrein says in her article Overcoming Objections to eLearning in Learning Solutions magazine.

Unrein, who is an instructional designer for Nike and who has an M.Ed. in Instructional Design from the University of Massachusetts in Boston, goes on to say that one cause is because an online course is more streamlined. All of the “nice to know” filler information that instructors share in classrooms has been removed by the time it goes online.

Minimizing financial risk

Live trainings are also critically scheduled, and the margin of error is much narrower. For example, one of our clients, a department of a New York-based college, recently had an in-person event where the instructor didn’t show up. He simply forgot, and there was a room of people clearing their throats waiting for the star to show. They rescheduled for the following week, duplicating all the costs of the lost event.

Problems can happen online too, but when mistakes of this magnitude happen in person, the financial drain is much higher.

While every program is different, the savings of an e-learning program vs. instructor-led training can be significant. Every program considering moving training online should carefully research hidden costs of bringing a room of people together.

We have an online course that consists mainly of students who know each other. The rest participate minimally and do not seem engaged. How do I level the playing field and make the new students feel welcomed?

Darren

People learn better in teams

It’s always tough to be the new kid, whether it’s your first day at an elementary school or an online course. It’s understandable that a smaller group of people is finding it difficult to relate to a bigger group that already knows one another.

Engaging learners is always a challenge, but it’s critically important in an online training format. Here are a couple strategies that will help learners join the group and get to know the other participants.

Have learners introduce themselves

The first step is to make sure you’re having introducing students to one another. I often make the first exercise in an online course a personal introduction, where people have to answer a few questions about themselves, where they come from, their goals for the course, and usually something irreverent like where they’d like to go on vacation, which can spark conversation.

I’ll often make this a two-part exercise, in which students have to respond to one or more other student’s postings, which helps get them talking with each other.

It also helps to have learners post pictures of themselves, write a bio, or share social media, so the others can start to make a connection with them outside of the class structure.

Create opportunities for partnering

Creating groups is a helpful tactic to have students talk throughout the course. Think about pairing the way you would seating at a dinner party: match up the quiet folks with the chatty ones.

Also structure partner exercises, like role-plays, where you pair up the new people with the others.
This overview of creating and facilitating online role-plays from Australian Flexible Learning Framework provides a good overview. Here’s how role-plays work, according to them:

• participants are allocated roles to act out within a scenario
• participants solve problems that are introduced within the course of the roleplay
• participants and facilitators take part in a debriefing stage, either online or in a face-to-face situation.

The site gives sample exercises targeted to different groups of learners and also gives instructional design tips for integrating role-plays into your courses.

Have a look at this discussion that carefully breaks down a role-play in an online course from the Articulate forums. In this situation, a participant is asked to do a role-play with someone in their office,
but the idea can be adapted to a purely online format.

Check out more articles on making your online course better.

[Have a question you’d like answered? Ask on the comments form at the bottom of this page, on Twitter @talance, or on Facebook. We’ll review your question before posting (don’t be shy about asking!) and get back to you with a response.]

Apple's Interactive Digital Textbook

A year ago, skeptics were doubting the value of learning through a cell phone. When McGraw-Hill released its “mConnect” open-standard mobile learning platform aimed at emerging markets, some tech pundits, presumably who sit at computers all day, were finding it difficult to think in any way other than sitting in a classroom or staring at a monitor for instructor-led education.

That’s before everyone became addicted to their iPads and education apps started multiplying by the thousands. On January 19, Apple kicked off its education event in New York releasing iBooks 2 and highlighting its iTunes U app, which made the limitations of traditional textbooks – namely that they’re dry enough to be a fire hazard, terribly dated and incredibly one-dimensional – painfully clear.

Textbook traditionalists might not have been like me, spending more time doodling in the margins than reading the copy between them. They might have been able to memorize the dates and formulas they read as printed in chapters. But a decade of working with online students has proven that you have to meet them where they learn best. Active learning is always the best kind of learning.

Even if you’re not ready to fill your professional development training program with iPads, remember the classrooms of 20 years ago were different places than they are now. New learners learn differently and expect to have access to information and quick feedback. As you think about the way you present information to students, be ready to meet their expectations and embrace the innovations that are proven to keep them engaged.

Guest post by: Robin Neidorf

Win Teach Beyond Your Reach!

If you’re asking yourself, “Is running a distance learning program for me?” then read on. Use the following as a checklist while you’re evaluating online education tools. It’s an excerpt from the book Teach Beyond Your Reach by Robin Neidorf. The e-learning guide takes a practical, curriculum-focused approach to setting up and running successful online classes. The guide for new and experienced distance educators allows them to develop and deliver quality e-learning courses and training sessions.

Do:

Ask informed questions.

Demo a tool before you commit to using it.

Try freeware or open-source tools.

Go for low tech whenever possible.

Ask potential students for their input.

Network with other instructors; ask them what they use; compare notes, success stories, and battle scars.

Keep up with changing technology; treat yourself to an occasional seminar or conference.

Stay open, creative, and flexible about your teaching.

Assume that you will find the right solution (although it may not be the one you thought you’d find).

Don’t:

Use technology for its own sake; it must enhance the learning and instructing experience or it will be merely distracting (at best) or a barrier (at worst).

Change your requirements, objectives, or audiences without keeping your partners (especially your technology partners) informed.

Assume everything will work as promised; test and retest (preferably with members of the learner population) before the course begins.

Ignore the unwillingness of your students to use a tool; sometimes they’re not just ready and you may need to take smaller incremental steps than you’d like.

Let failure or challenges discourage you from believing in the possibilities of distance education.

“Get married” to a particular tool or solution; it might not be all things to all situations.

Use the tool as a substitute for good course design and delivery.

Migrate content from one tool to another in a cut-and-paste approach.

BY ROBIN NEIDORF

Robin Neidorf is the author of Teach Beyond Your Reach: An Instructor’s Guide to Developing and Running Successful Distance Learning Classes, Workshops, Training Sessions and More (Information Today, Inc., 2006), soon to be published in an updated second edition. She has taught communications and writing through the University of Phoenix Online and has co-taught creative writing online through the University of Gävle in Sweden.  As a consultant, she has helped organizations develop and implement successful distance learning and self-paced tutorial programs. Robin holds an MFA in creative nonfiction from the Bennington Writing Seminars.

Teach Beyond Your Reach Free Book Contest

Contest time

[Update! Congratulations to David, who won the drawing for Teach Beyond Your Reach by Robin Neidorf. This contest may be over, but you're still welcome to keep sending ideas for picking a learning management system or exercise ideas.]

You could win a free copy of Teach Beyond Your Reach as part of Talance’s Customer Appreciation Month, courtesy of e-learning pro and author Robin Neidorf. How can you be entered to win? Just add your favorite training exercise, lesson idea or experience to the comments below, and you’ll be entered into a drawing to win.

Deadline for entries is Jan. 16, 2012. We’ll pick one winner at random from all entries on Jan. 17, 2012 and will notify the winner via e-mail. You must leave your name and a correct e-mail address to qualify.

This is an excellent question that I found while trolling through LinkedIn Answers, but it’s not unlike standard brainstorming questions I’m asked every time we launch an e-learning project.

Read the full discussion here, or check out these highlights:

The Machine is Us/ing Us. Very creative and compelling way to tell the story of Web 2.0 through imagery.

5 Tips for Success. Really funny video created by Articulate that shows the capabilities of their product and also outlines what doesn’t work with web presentations.

5 Tips for Success

Mortgage-Backed Securities. A good explanation of a complicated and possibly dry subject.

How about you? Seen any examples of e-learning videos lately that you particularly like? Add them in the comments below.

[Have a question you’d like answered? Ask on the comments form at the bottom of this page, on Twitter @talance, or on Facebook. We’ll review your question before posting (don’t be shy about asking!) and get back to you with a response.]

Anyone who has facilitated an online course knows the biggest challenge isn’t grading assignments or figuring out how to use the discussion forums. It’s engaging learners. E-learning is a mixed bag of ages and learning styles, and the challenge for instructors is helping students get the most from a course as possible. Ability with technology has less to do with success in an online course as you may think. In Elizabeth Gruenbaum’s article, “Predictors of Success for Adult Online Learners: A Review of the Literature ,” students at the graduate or undergraduate level has more to do with it. Age doesn’t matter much either. Older learners work just as hard as younger ones. Gruenbaum’s lengthy article, which appeared in the February 2010 issue of eLearn Magazine , is rich with insight into how facilitators can anticipate how a learner will fare in a course. Read the whole thing for details, but here are a few takeaways on how to support all online learners:

• Provide reflective prompts – encourage them to stop and think about the material
• Make specific and clear syllabi and assignments with progressive calendar deadlines – seeing all the tasks laid out helps learners check them off the list
• Provide students specific performance feedback on a timely basis – respond asap on activities to keep the momentum of the course going
• Heavy participation in discussion boards – go beyond a short response: request clarification, reinforce students’ ideas, correct misunderstandings, and ask for consensus within areas of disagreement

Also make sure to read the comments section of Gruenbaum’s article, where online instructors share their experiences.

Please apply the following rules to discussion boards, comments entries, and Facebook and Twitter postings if you wish to raise collective blood pressure.

1. Use all caps. I CAN’T BELIEVE HOW MANY PEOPLE DO THIS EVEN THOUGH THEY’VE BEEN WARNED AGAINST IT FOR YEARS.
2. Stay off topic, perhaps discussing the demise of the semicolon, one of the most misunderstood pieces of punctuation. You can use the semicolon to join two independent clauses that bear a close relationship; a period is sometimes just too much. Independent clauses can stand on their own as sentences, but a semicolon can bring two of them together. Wait. Where was I?
3. Make it personal if you disagree with someone. As in, “You don’t like cilantro? You’re a pathetic and ugly sad sack.”
4. Jump to the end of a discussion without reading the whole thing. That way you can make clueless statements or ask obvious questions that cause everyone to write you off.
5. Slip little spammy messages into your postings.  (Seriously, though. Click here to read more about how you can be a better person for $9.99 per month.)
6. Curse like a **** sailor.
7. Make sure 2 use ur worst speling n grammar.
8. Post irrelevant personal messages to everyone. (Andrea: doesn’t this remind you of the time you threw that flaming marshmallow at Travis’s head?)
9. Be sarcastic. E.g., “Smooth move, ExLax.”
10. Hit Submit before you’ve finish

[Image: Flickr user devittj]

[Have a question you’d like answered? Use the comments form at the bottom of this page to submit it. We’ll review your question before posting (don’t be shy about asking!) and get back to you with a response.]

PowerPoint presentations are in many ways excellent jumping-off points for an online course. Working with slides forces you to think in discreet thoughts, which is essential for online communication. Plus, if you’ve already got a PowerPoint, then you’ve probably already gone through the hard work of planning what you want to teach and how you’ll arrange your lessons.

The key issue to remember is that a PowerPoint presentation is not an online course. It’s just that: a presentation. That’s what webinars are for.  An online course addresses different goals and is administered differently; it’s not simply a way to deliver your presentation online. An online course is more akin to a classroom experience, except that it happens remotely.

If you’re looking to create a full online course, the best thing to do with your PowerPoint is to use it as a planning tool. Most e-learning programs begin with a storyboard (this site explains what they are and provides some helpful examples), which is an outline for your online course.

From there, you can start to flesh out your course into text (you’ll have to convert all the words you say during your slideshow presentation into written copy) and activities to deliver on your online platform.

If you want more advice on planning for an online course, check out this helpful article from The E-Learning Coach blog.