Thomas R. Cutler Manufacturing Journalist Profiles Elearning in the Insider
In the current issue of The Insider, by AS411 (www.as411.com) leading manufacturing journalist, Thomas R. Cutler profiles the importance and changing role of e-Learning. e-Learning has taken on increasing importance as most companies have global operations. Like franchise operations manuals that ensure a Big Mac is prepared consistently worldwide, e-learning allows the nature of global operations to achieve standardization. According to Six Sigma Master Black Belt Training and Instructional Design expert, Diane Lippman, “Adult learners prefer a menu of options in learning methodology. ILT (instructor lead training), e-learning or CBT (computer based training; WBT (web-based training, such as WebEx), and m-learning (mobile learning), each have traits and characteristics that will facilitate learning and foster an environment of adoption and compliance when training is mandatory. Read the rest of this entry »
Tags: adult, adult learner, adult learners, change management, course, courses, design, e-Learning, education, educational, instruction, instructional design, journal, journals, learning, marketing, marketing research, online, online course, program, programs, research, strategy, training, writingRelated posts
Can Elearning Solutions Be Applied to The Study of Arts and Letters?
Are elearning solutions effective in teaching the humanities? Could this mode of teaching where in the teacher is either far away or completely absent, be a complete experience of learning? How could students possibly learn much about art for instance?
What we can learn is limited by the ambit of our experiences and of the media that we are exposed to. Usually, the best media that creates a deep imprint on us is good Literature. However in order to appreciate good literature, we must in turn have already seen what we have read at work in our own lives, even for just a glimmer of this sight is enough and literature will awaken and deepen that glimmer of insight. But if we have not at all seen any part of ourselves or our lives in the text, then the text will never come to life. And this is applicable to teaching as well. What is taught in any humanities classroom, especially if these things have something to do with the profundity of human experience (I am speaking primarily of literature, philosophy, psychology and the arts) but such human profundity of insight can be seen in every humanities subject such as history or sociology. The difference will always be in the slanted use of discourse to achieve whatever power struggle the teachers wish to establish will only translate well if the students have some concrete idea of what is being taught. Otherwise, they will only be able to memorize facts, if they succeed in that at all since the context will always make the facts easier to remember.
The trouble is that elearning solutions cannot help but remove the teacher from the picture. After all, it is the essence of elearning to be fast, easy, and done at one’s own pace. With a full-time teacher, the pace will have to be managed and if the teacher is any good, he or she will continually challenge the students’ thinking.
Perhaps elearning can be used as say a primer for reading support and assessment. But without the full insight of a responding human person, there can be no recitation or no reaction paper written in an elearning class for the arts and letters. The practical applications of quick and accessible training are just incompatible with the image of the Arts and it will probably always be that way until the end of time.
With the humanities, the teacher must always be present. The equation is simple, take away the human, then there is no humanities left at all. Of course courses such as literature can still be taught by computers, but the student will not be able to feel feedback from his or her insights. After all, the essay and reaction, analysis reports are essential to these subjects. And no computer built today is yet able to even process such things. Elearning solutions will always be effective in the corporate arena. It should also be used in the sciences and in math primarily. And finally, it can only act as supplementary or support to the subjects of Humanities. Read the rest of this entry »
Tags: animation, brickfilm, class, course, courses, e-Learning, essay, learning, Nathan, print, project, science, special, stop-motion, student, students, study, teach, teacher, teachers, teaching, teaching the, training, WellsWhat we can learn is limited by the ambit of our experiences and of the media that we are exposed to. Usually, the best media that creates a deep imprint on us is good Literature. However in order to appreciate good literature, we must in turn have already seen what we have read at work in our own lives, even for just a glimmer of this sight is enough and literature will awaken and deepen that glimmer of insight. But if we have not at all seen any part of ourselves or our lives in the text, then the text will never come to life. And this is applicable to teaching as well. What is taught in any humanities classroom, especially if these things have something to do with the profundity of human experience (I am speaking primarily of literature, philosophy, psychology and the arts) but such human profundity of insight can be seen in every humanities subject such as history or sociology. The difference will always be in the slanted use of discourse to achieve whatever power struggle the teachers wish to establish will only translate well if the students have some concrete idea of what is being taught. Otherwise, they will only be able to memorize facts, if they succeed in that at all since the context will always make the facts easier to remember.
The trouble is that elearning solutions cannot help but remove the teacher from the picture. After all, it is the essence of elearning to be fast, easy, and done at one’s own pace. With a full-time teacher, the pace will have to be managed and if the teacher is any good, he or she will continually challenge the students’ thinking.
Perhaps elearning can be used as say a primer for reading support and assessment. But without the full insight of a responding human person, there can be no recitation or no reaction paper written in an elearning class for the arts and letters. The practical applications of quick and accessible training are just incompatible with the image of the Arts and it will probably always be that way until the end of time.
With the humanities, the teacher must always be present. The equation is simple, take away the human, then there is no humanities left at all. Of course courses such as literature can still be taught by computers, but the student will not be able to feel feedback from his or her insights. After all, the essay and reaction, analysis reports are essential to these subjects. And no computer built today is yet able to even process such things. Elearning solutions will always be effective in the corporate arena. It should also be used in the sciences and in math primarily. And finally, it can only act as supplementary or support to the subjects of Humanities. Read the rest of this entry »
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Coaching Effectiveness Study: Leadership Development Training
EQ Coaching Report February 2007 – IHHP – Institute for Health and Human Potential
Summary:
IHHP, http://www.ihhp.com/, has conducted an assessment to determine the effectiveness of an extensive training, coaching and eLearning program, http://ihhp.com/playing_big.htm, that we have delivered to one of our clients, a major financial institution. We specifically focused on the impact of the follow up coaching. We surveyed participants who attended two-day Emotional Intelligence, http://www.ihhp.com/what_is_eq.htm, training prior to the start of the coaching and eLearning programs. The same survey was then provided after a three to four month period during which the coaching and eLearning follow-up programs were completed. The following results were found:
