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ISTD, New Delhi March 3rd 2006
Chetan Sharma²
Sharma²Datamation
www.datamationindia.com/www.datamationfou
ndation.org
 m 
 
ëëConventional class room, instructor driven
models have demonstrated lesser retention
ëëIntegration of e-e-Learning with Advanced
Pedagogical and Educational Technologies
occurred years several ago
ëë ighly cost-
cost-effective
ëë
ery convenient to organize
ëëeplicable
ëëScaleable
ëëMulti--disciplinary, Multi
ëëMulti Multi--specialty coverage
  @
 |

@ |
@ |
4 An instructor stands at the front of the
class and, through a mixture of slides,
discussions, demonstrations, handouts ...
transfers knowledge to the students
present in the classroom. The staple of the
education system for centuries, it is still
undeniably the best knowledge transfer
system for some purposes. For instance,
teaching a "soft skill" like interviewing
techniques or speaking skills. owever, its
cost effectiveness as a means of teaching
"hard skills" (such as software application
training) is debatable.
C ANGING PAADIGM IN TAINING
DELI
E
à Computer Based Training (CBT)

4 meb Based Training (mBT)

4 Interactive Multimedia (IMM)

4 Online Distance Learning (ODL)

4 Electronic Performance Support

Systems (EPSS)
COMPUTE BASED TAINING(CBT)
4 An interactive learning experience
between a learner and a Computer in
which the computer provides the
majority of the stimulus, the learner
responds, and the computer analyses
the response and provides feedback
to the learner."
4 Gloria Gery, 1991
 K  K|
4 CBT increases both productivity and learning. Significant
productivity gains are generated with CBT because it is extremely
flexible. Classroom training requires a trainer, a room, materials
and enough learners to make the training worth the investment.
mith CBT, each learner can access training exactly when it's
needed at a time and location convenient for that particular
learner.
4 CBT also takes less time than classroom training. Some studies
have shown it to reduce training time per learner by 40-
40-60
percent. Most CBT programs enable the training to be customized
to meet a particular learner's needs.
4 Another reason for CBT's efficiency is that people learn at
different speeds. In a classroom, everyone proceeds at the same
speed (usually determined by the trainer), but with CBT, learners
can work through training at his or her own pace.
4 The productivity gains realized with CBT don't require that
learning and retention be sacrificed; in fact, learning retention is
typically higher with CBT than it is with classroom training. One
reason for the increased retention is that learners don't feel
embarrassed to spend extra time on topics more difficult for
them.
 Ú 
 
  


K|
4 Provide a face-
face-to-
to-face introduction to the training either
one--on-
one on-one or in groups to demonstrate supports for the
training and to convey a sense of importance in developing
new knowledge, skills and behavior.
4 Set a deadline for learners to complete the training. The
deadline should convey a sense of urgency. In other words,
don't give people to much time to complete a program.
4 eview the key points of the training with employees,
either one-
one-on-
on-one or in a group, once they've completed
the training.
4 Ensure that learners have opportunities to immediately use
the skills gained in their jobs, and follow up with them one-
one-
on--one to review how they're progressing.
on
4 Make the training available to learners as a refresher even
after they've completed it.
4 @
 
 
    


4 Learner & Organi.Issues Organizational culture,
learner characteristics~ size of orgn. # of learners, # of
training sites, preferences of learners etc.
4 Content & Media Issues R     
   

 
  

 
  
 

4  @ 

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 Computers Take Over

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Arrival of the Internet in the 1990¶s changed three things:

ëFirstly, the costs of developing and delivering CBT changed dramatically.

Using industry standards such as TML and Java script to develop content,
and the internet to deliver it became commonplace. Content delivered
across the Internet became known as mBT.

ëSecondly, a new breed of on- on-line synchronous training systems were

developed. Initially little more than on-
on-line presentations controlled by the
lecturer, these have now evolved into sophisticated systems with on- on-line
chat, discussion groups, two-
two-way interaction .

ëFinally, applications called "Learning Management Systems" began to be

widely deployed to administer student enrollments, testing, certification
etc.
The combined effect of these three changes has been to give a massive boost
to the e-
e-Learning industry.
 m K
 


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 Õ
  


  Available when trainee is ready Not used to being self-
self-directed
Individual choice of material learner
Immediate feedback Lack of an instructor
Trainee works at their own Not comfortable relying on
pace objectives
Provides instant review & Needs synergism of a group
reference

 
  No constantly repeated classes Difficult to develop properly

 More time to develop material Must revise more often
Less time on the road More trainee preparation needed
Development time greater
Choice of media?
Teaching concepts harder
Teaching soft skills harder
  Multiple-site training possible
Multiple- Production costs higher
equires fewer trainers
Eliminates trainee travel costs
Can train during downtime
Classes do not clash with busy
time
Cross training possible
educed trainer cost
educed meeting room cost
Just--in-
Just in-time training
Captures SME knowledge for
future
Training consistency
Less aggregate time spent
   
Ú 


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mK|
o ou¶ve all seen Performance Support Systems ± they¶re the screens that are fired up
when you hit the F1 key in your mindows applications and which most of us call " elp
Systems". PSS is, by its very nature, "Just in Time" training ± you invoke it when
you¶re stuck with a problem and need quick information. As such, it could be a
wonderfully cost-
cost- and time-
time- effective productivity tool.

4 Unfortunately, too often a PSS screen is simply a description of the a GUI menu with
little process context. But, as mBT development increasingly utilizes an object-
object-based
development approach, this is changing. ather than simply have a single monolithic
course called "Fluid Dynamics 101", we might have separate objects such as:

4 Conservation of Momentum
o Basic Principles
o Bernoulli¶s Equation
4 Derivation of the Equation
4 Applying Bernoulli to a
enturi-

enturi-Meter
4 Applying Bernoulli to a Pitot Static Tube
4 Applying Bernoulli to a Carburetor
o Navier--Stokes ...
Navier

The individual training objects can either be accessed sequentially as part of a certification course,
or on demand as and when required. And they can be incorporated into a PSS as web- web-based
training snippets so that you can "top up" your training as you need it. And the objects don't
have to be generic - you could have objects created covering your in in--house processes and
procedures to supplement the standard PSS.
 |
 !  
Õ  | Õ
TA involves looking closely at:

4 the students including their likes and dislikes about the various
modes of learning (an audience analysis)

4 the 
 skill level of the audience

4 the
 
skill level for the audience (after training)

4 development and deployment costs

4 If (as is likely in the engineering world) you can¶t afford to get a

professional to do this for you, you can do this for yourself. Just
make sure you do spend time on it ± it¶s effort well invested since
it dictates both what you teach (the content) and the delivery
methods. It also makes it easier to get money out of your  or
training department!
 Õ CBK for Thermal Design
Professionals?
4 Common Body of Knowledge" (often shortened to "CBK"). This is
a compilation of the most fundamental concepts and practices
which a competent professional in the field needs to know.
4 The availability of a central CBK would lead naturally to the
concept of certification. By ensuring that professionals have an
understanding of the CBK, standards are enforced whilst raising
the status of the profession. mouldn¶t it be wonderful if the
thermal design profession received the credit that it deserved.
Part of achieving that status would be to enforce a certification
program ± perhaps a CTDP (Certified Thermal Design
Professional) qualification which would require demonstrated
experience and the successful passing of an exam and continued
education/requalification.

4 mhat do we need to achieve this? Establishing a CBK and a

certification process can't be done by a single person or company
or organization - it needs buy-
buy-in from a broad cross-
cross-section of the
profession.
 áoftware Õpplication Training
4 Be aware there are alternatives to classroom training and build
this into your assessment criteria when selecting software
solutions. mith the rapid turnover in staff in the tech industry (in
particular), shortening the learning curve is a key concern.

4 Ask that vendors carry out a short TA before proposing a training
solution.

4 Insist that the training reflects your company's products and

design methodologies. Don't allow trainers to spend 8 hours on
heat sink design if you always outsource these components. mhy
learn about fans and fan trays if all you ever design is sealed
boxes or natural convection cooled racks.

4 Ask about the vendor's ongoing training development plans. Do

they have a range of courses from general awareness through
introductory training to advanced techniques. ow often do they
update material and how flexible are they in customizing it.
 


|

4 ow do you do this ± certainly not by forcing everyone to
sit through the introductory training class for your thermal
analysis software. After all, even you found it hard going!
Instead, look to software and hardware vendors to support
your efforts by providing general awareness courses and
material. And work with your training departments to
embed thermal design awareness within the induction
process for new hires. Perhaps you can get your system
administrator to give you a small area on a web server in
which you can post material. Don't imagine that this
approach will give you an instructionally perfect solution
but, let's face it, it's better than nothing!

4 Finally, keep your eye open for new design support systems
which integrate training at the very heart of the design
process.
 
    



| Ú


ëëComputers and Internet²
Internet²examine application of
hand held devices and mi-mi-Fi.
Move beyond gadgets to softer choices²
choices²online
chat, online video-
video-graphy, bulletin board, e-
e-
spacing, ezining, e-e-broadcasting
ëëCable Network and Direct to ome (DT )
ëëPublic T
and Private T
(FUTUISTIC)
ëëPrivate adio (Insur.&Direct Sales agents
training)
ëëSatellite Based Communication Infrastructure²
Infrastructure²
Privately owned
SAT to State owned Satellites
Facilitating
ideo

ideo--conferencing.
ëëMobile telephony via SMS and recorded
messages
     
|


"

  
 
INTEGATE OU DATABASES, LIBAIES AND
DEPLOED TOOLS FO AN INTEGATED LMS
Test Library and Administrator ights/Security
Static Content
Active Content
Participant Profiles
Admin. Profiles
External Profiles
Mastery Thresholds
Participant Goals
Participant Progress
Scores & ecords
    
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ëë esitation to use ICT tools
ëëLack of awareness about e-e-Learning
benefits
ëëAdequate bandwidth and internet
access even though Internet
connectivity is changing rapidly
ëëLack of trained and qualified
resources
ONLINE DISTANCE LEANING(ODL)
4 ODL delivered via e-
e-mail, electronic forums,
videoconferencing, chat rooms, bulletin boards,
instant messaging and other forms of computer-
computer-
based communication.
4 Most distance learning programs include a
computer--based training (CBT) system and
computer
communications tools to produce a virtual
classroom. Because the Internet and morld mide
meb are accessible from virtually all computer
platforms, they serve as the foundation for many
online distance-
distance-learning systems.
*R53R:;:5*2+:<*<:=
4 2  R
4 Professional development is no longer just an emerging corporate requirement. It
has become the individual's responsibility as well. In order for professionals to
maintain their competitive advantage, they must find a way to quickly master every
new development in their field.
4 + (R 
4 Scalability has become a major priority for educational institutions. ODL enables
colleges to increase enrollment without expanding physically by offering courses to
anyone anywhere. This also allows colleges to enrich their branch campus offerings
more cost-
cost-effectively by drawing more fully on the expertise of the parent university.
4 )
8 
4 mith businesses looking to cost-
cost-effectively deliver more expert and diversified
training for their employees, corporate training programs are being subcontracted to
higher education institutions. The globalization is also creating new opportunities. For
instance, the mharton School of business at the University of Pennsylvania recently
announced an alliance with INSEAD, one of the premier international business
schools, with campuses in France and Singapore. They will serve the global business
community with TM technology -enabled learning" making up a fundamental part of
their program development and delivery plans
4 ELECTONIC PEFOMANCE&SUPPOT
SSTEM
4 EPSS support the E-E-learning systems are
often supported by a system, which
enhances the learning process and also
gives a basis for increased self -learning.
4 EPSS provides task specific information,
training, coaching, and monitoring to
enhance job performance. The key to
good EPSS tools is their simplicity and
accuracy.
IMPLEMENTATION STEPS IN E- E-ENABLED TAINING
SSTEMS
ëLearning facts.
ëFocusing on business results.
ëMaking learning attractive to learners.
ëFocusing on dialog.
ëImplementation where needed.
ëe--Learning as a teamwork.
ëe
ëEducate e-
e-Learners.
ëFocusing on Quick Change.
ëImportance of esistance.
4 STEPS IN STATING E-E-LEANING
POJECT
ëUse correct terminology.
ëEncourage frank discussion.
ëCreativity.
ëPromotion.
P ASES: -Setting the target.
-Needs analysis.
-Planning & Design.
-Implement & Improve.
4 E-Learning Evaluation
ëContent?
ëInstructional Design?
ëInteractivity?
ëNavigation?
ëMotivational components?
ëUse of media?
ëEvaluation?
ëAesthetics?
ëecord Keeping?
ëTone?
KIPATICK MODEL FO E
ALUATION
Level 1: Learner¶s eaction.
Level 2: Learning esults.
Level 3: Behaviour in the workplace.
Level 4: Business esults.
Managing Training Delivery
SNC ONOUS TAINING: (TAINING DELI
E ALL AT T E
SAME TIME)
ëTraditional methods
ëe--Enabled systems.
ëe
DESIGNING CON
ENTIONAL TAINING OOMS:
--Space
--Space requirements.
--Seating
--Seating format.
--Media.
--Media.
--Peripheral
--Peripheral considerations.
--Lighting.
--Lighting.
--Furniture.
--Furniture.
--Acoustics.
--Acoustics.
-- eating,
entilation & Air-
Air-conditioning.
E-Enabled Training Methods.

IDEO CONFEENCING.
Advantages:Simluate class room environment.
--Incorpoate
--Incorpoate variety of media.
--Ensure
--Ensure quality of delivery.
-- ighly interactive.
Disadvantges:
-- igh cost of equipment to own.
--Facilitators
--Facilitators need to be trained.
--Acces
--Acces problems.
--Delays
--Delays due to compression & decompression.
--Large
--Large time zone difference.
--Careless
--Careless or ineffective design.
 '() *(*+| Õ@(@(,
DIGITAL m ITEBOADS
TELE--CONFEENCING.
TELE
C AT OOMS.
BUSINESS T
.
 Õ'() *(*+| Õ@(@(,
4 Computer based Training.
4 meb based Training.
4 ODL.
 "

|

:2 
  /:2 03
4 A computer application that's linked directly to another application
to train or guide workers through completing
4 a task in the target application. 2) More generally, a computer or
other device that gives workers information
4 or resources to help them accomplish a task or achieve
performance requirements.
5      /5+ 03
4 A software application (or set of applications) that manages the
creation, storage, use, and reuse of learning content. LCMSs often
store content in granular forms such as learning objects.
*)+/   *4)+
03
4 set
 set of specifications that, when applied to course content,
produces small, reusable learning objects. A result of the US
Department of Defense's Advance Distributed Learning (ADL)
initiative, SCOM-
SCOM-compliant courseware elements can be easily
merged with other compliant elements to produce a highly
modular repository of training materials.
 ,
 Ú
4 To provide you what you need when you need it.
It enables quick referencing of data and so works
on the principle of "just-
"just-in-
in-time learning"
4 To enable novice users to be productive on the
very first day they start using a system. In other
words, it reinforces the idea of "day-
"day-one
performance".
4 Support higher levels of performance for the
work being done today, while helping to build the
knowledge infrastructure for work to be done in
the future
4 Decrease paper documentation, such as user
manuals, evaluations, and tests
4 Learning Management System is software that
deploys, manages, tracks and reports on
interaction between learner & content and
between learner & instructor. In particular, LMS
performs student registration, tracks
learner progress, records test scores, and
indicates course completions and finally it allows
trainers to assess the performance of their
learners. An LMS focuses on managing courses
created by different sources. Some examples of
popularly used LMS are: Plateau, Saba, Docent,
Thing, click2 learn15.
 Õ @(,*(| (|
"Õ(Õ, " (|'| " "
4 The LCMS handles what happens inside
the classroom -- course preparation,
course delivery, and tracking and
itemizing user details. In addition to
managing granular details, such as the
number of times a user accesses a
particular section of content and the
amount of time spent studying a particular
unit, an LCMS tracks which learners are
stumbling over a certain question in a
learning unit.
 #
 , "
ëEasy to use content creation tools.
ëFlexible course design& delivery.
ëSupport of reusable learning objects.
ëAdministrative applications.
ëAssessment tools.
ëOpen Interface with an LMS or EP.
ëCommunications & collaborative fucntions.
ëEnterprise security.
ëFacilities for content migration.
ëAutomated implementation processes.