C2 Workshop's E-Learning Blog

iPad - The Future of E-Learning?

All of five years old and ready for an iPad! I was flummoxed. Certainly my friend was spoiling her son. What would he ever do with it? I mean he still lisps. But technology has come a long way. A recent article in AdAge.com, “How the iPad became Child's Play – and a Learning Tool” discussed this very phenomena - how easy it is for toddlers to use an iPad.

So the iPad is an excellent medium for knowledge delivery. And with Internet access, it enables easier reading than a laptop or PC for, say, text-rich websites and learning portals.

But, while an iPad can definitely engage kids and grown-ups alike, can it be utilized for e-learning? For starters, it has a great advantage. Its intuitive interface. This aspect allows both trainers and teachers to spend less time initiating the technology needed to access their courses to learners, and enables them, instead, to focus on the actual material. Also, a recent survey has shown that the iPad is a favourite among both the education and corporate sectors since it is the perfect tool for contextual and participative learning. This popularity can make the iPad the ideal platform for both self-directed learning and add-on learning.

However, creating e-learning content for the iPad throws up unique challenges, since Apple does not support Flash…the preferred e-learning standard technology for web-based interactive learning. Incidentally, Apple backs HTML5 and touts it to be the next big wave, forcing the developers to choose between Apple and Adobe. But the iPad’s popularity and giant strides in promoting both personalized and interactive learning, and workplace learning, has egged Adobe to accelerate the launch of its Captivate with capability to output HTML5 for iPad. If this becomes a reality, we can safely assume that HTML5 will be widely accepted as a platform for e-learning development on the iPad. And, if that happens, the iPad can move from being a great gadget to a full blown e-learning device. Welcome to the wait and watch game.

For interesting comparisons on Apple vs Adobe Flash, click here. 

(Banshori Bhattacharya, Instructional Designer, C2 Workshop)

Defining E-Learning Objectives - Part III

We wound up the last blog post with the question, “Even if I manage to craft measurable behavioral objectives, how far would I succeed in MOTIVATING my learners?”

If you are, by any chance, landing straight on this post, please visit the earlier two posts, before taking off from here.

Motivation is a wonderful state of mind. If I am motivated to do something, I wouldn’t let anything – anything – stop me from going after what I want. I just wouldn’t rest till I accomplish my mission. It’s as simple as that!

The same philosophy applies to my learners as well.

As an instructional designer, if I succeed in MOTIVATING my learners, I’ve successfully covered 75% of my task. The rest would just fall in place.

So, how do I motivate?

One of the most cherished advertising/marketing secrets is to sell the BENEFITS of a product and not the product itself. If I manage to sell the benefits, I’ve sold the product.

In a way, it is the same with my learners as well. If I sell them the benefits of the course I’m crafting for them, I would see them getting automatically motivated to learn. Job done!

The greatest truths, as they say, are the simplest.

Now, how do I sell my learners the benefits of the course? I don’t meet them in person, I don’t talk to them over phone. I need to communicate with them only through the course. And, the ‘hand-shake’ happens on the Objectives.

That’s how Objectives become a very important phase of the course. If the motivation needs to happen, it can happen only here. If I need to grab my learners’ attention, I can do only here.

How I design the Objectives makes all the difference. Instead of being bookish with my verbs, however appropriate they may be, I need to convert them to benefits. Here are a few instances that would explain this point.

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Instance 1:
How it is:
At the end of this course, you will be able to identify essential components of client servicing.
How it could be:
In a while from now, say an hour, you would have learned how to easily earn that precious smile from your customer; and possibly, the sale.

Instance 2:
How it is:
At the end of this course, you will be able to comprehend various types of solar energy systems.
How it could be:
It should not take longer than an hour and a half for you to appreciate the beauty of solar energy and various ways by which the sun’s bounty could be harnessed for the benefit of human kind.

Instance 3:
How it is:
At the end of this course, you will be able to demonstrate how an applicant’s loan application could be processed.
How it could be:
On successful completion of this course, you would have become quite confident about analyzing various critical parameters that would help you to successfully process loan applications that come your way.

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Interestingly, this tiny effort to strike a chord with my learners, would transform the very way I handle the subject.

The conviction that I need to always keep my learners in my mind, helps me to mould and shape up the content in a way they would like to see it.

The sensitivity and sensibility employed on the entire course architecture is very much worth it, because, at the end of the day, I craft the course ONLY for my learners.

And, I succeed ONLY when they enjoy the learning experience.

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

Happy New Year!!!

 

Defining E-Learning Objectives - Part II

The last post "Defining E-Learning Objectives" ended with a comma. Figuratively, that is.

It had passed the baton to the current discussion, to address a few questions on e-learning objectives.

Have a request for those of you who are landing straight on this post. Please take a quick glance at what we discussed in Part 1 of this post, before taking off from here.

These are the questions we need to get the answer for.

Why do e-learning objectives take a back seat? Why are they so skip-worthy?

Because, THEY ARE NOT WELL WRITTEN. Simple.

This rather stark answer does not, however, point to either grammatical glitches or unimaginative sentence constructions. Far from it, in fact.

It underscores the absence of THOUGHT. The thought that would act as the blueprint of the entire course architecture!

Before getting into action (of writing objectives), I need to put my thoughts to what my objectives would address.

• Behavioral change that would demonstrate learning
• Criterion that would determine acceptable performance (as a result of learning), and
• Conditions that would govern the performance

I need to assimilate this key learning: It is the measurable behavioral objectives that would effectively guide the design of my learning application. If I am meticulous in this exercise, I would find it relatively easy to work around the needed/expected behavioral changes.

Now, I see the next question standing in queue, peeping at me. "Even if I manage to craft measurable behavioral objectives, how far would I succeed in MOTIVATING my learners?"

Now, I just can't help marveling at the demands of this art. Or, should I say science?

Let's reserve this interesting question for our next post.

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

Defining E-Learning Objectives

I am all set.

Backpack, sleeping bag, rain cover, tent, compass, et al... everything is perfectly in place for a great trekking experience.

But, where am I going? Blank. I don't know.

Interesting as it might sound, a very similar thing happens with my instructional designing experience as well.

Good command over language, great visualization capability to think scenarios, positive relations with the team... all conducive settings for a neat product to roll out.

But, where am I heading? What do I intend achieving at the end of crafting an e-learning course? It's all vague. I think I know, but am not sure.

Interestingly once again, there is a small tool, but a very powerful one at that, that I do keep using - read misusing - without knowing its real value. Objectives!

My understanding of writing objectives has been just this. Pick up some relevant verbs from Bloom’s Taxonomy. Make a convincing set of sentences out of it. Call it objectives. Freeze it. And, carry on! Period. It doesn’t carry any more weightage than this.

Because, nobody, including my learners, takes it seriously anyways. So, why should I?

The thing is, I fail to note that objectives actually define my destination. And, help me reach it, by:

• guiding me in selecting the right instructional procedures

• acting as the yardstick in assessing the success of my instruction. Did my learners learn what they were supposed to? Because, only then, does my instructional designing exercise come full circle.

So, it is imperative that I define my destination first, before embarking on the journey. To quote Robert Mager, “If I know where I am going, I have a better chance of getting there.”

Now, the question remains. Why do objectives take a back-seat? Why do they look so 'skip-worthy'?'

Let's discuss this part in the next post.

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

Freedom To Fail !!!

It is that time of the year when corporates queue up at colleges to recruit (or rather, shortlist and book!) students for their organisations. And placement activities at campuses are at their zenith.

As is the norm, the smart students are spoilt for choice as far as job offers are concerned. In a not-so-cruel twist of fate, it is the students who are finally left with the arduous task of deciding which organisation they should join. The fact that these offers are from some of the biggest Indian and multi-national companies only adds more layers of confusion to the already perplexed young minds.

Last week i had the opportunity to address students of two of the premiere colleges in the city. My mission too was to attract the VERY BEST brains to join my organisation, C2 Workshop. On the face of it, C2 didn't stand a chance against the giants we had to compete against. But we offered something to the students that most organisations did not... or maybe, were even scared to offer... the FREEDOM TO FAIL!!!

C2 has consciously built a culture where team members are encouraged to think, experiment, ideate, and innovate. And risk-taking forms the very essence of these activities. As we all know, fear is one emotion an explorer does not pack in his bags when he starts on his journey to unchartered territory. So how can we ever discover anything new if our minds are hounded by demons of failure?

Going by the response we received from the two colleges, i am delighted to see that the students too believe in our philosophy... that the FREEDOM TO FAIL is infact, the greatest freedom a creative mind can ever ask for. After all, failure is the mother of invention!

On seeing Thomas Edison fail repeatedly in his quest for inventing the first long-lasting electric light bulb, one of his colleagues asked Edison if he felt like a failure. "Not at all. Now i definitely know more than a thousand ways how NOT to make a light bulb.", Edison replied. A few days later, Thomas Edison brought light into our lives... forever!

(Ravi Pratap Singh, Co-Founder & Director, C2 Workshop)

Two-Way Knowledge Transfer @ E-Learning Companies!

E-learning companies are in constant endeavour to keep themselves abreast of all relevant technical and technological updates.

Understandable. Because, being on the cutting edge of their core specialization areas is what helps them offer solutions that make a difference to the human capital of client organisations. That said, a select few of the clients don't just receive knowledge transfer from e-learning companies. They give it as well, by transfering back new frontiers of knowledge that e-learning companies require to successfully meet the concerned clients' project specifications. Which is a wonderful thing!

In their own interest, e-learning companies would do well to recognize such clients whose contribution to their search for innovations, could turn out to be highly invaluable.

For, at the end of the day, intellectual growth needs to be facilitated through all possible ends.

More so, when the knowledge transfer is two way... with the clients sitting at the other end.

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

E-Learning and Games

As per industry sources, 70% of learners drop out of their e-learning applications without completing them.
 
What, by golly, does this mean? Folks run away from learning? It just can’t be. No way. 
 
Because, if you see, people want to enjoy new things everyday. Pretty natural, right? Otherwise, they would keep seeing the same old things, and will be yawning away to glory. Oh, what a rusting feel that could be! Mind you, we’re talking just about our outward senses here.
 
What about the inner stuff, the mind? It too needs to feel stimulated with some fresh stuff every day. As otherwise, it would also be yawning. Only thing, we can’t see it. Now, that’s not the point. The question is, could we designate this stimulation as learning, in simple terms? We could, I guess.
 
So, there’s no scratching our heads about learning, per se. It has to be around, because, it keeps the pulse racing. Awright! Where, then, is the catch?
 
I wonder if it’s got to do with the way the stuff is presented to us. Possible!
 
Coming to think of it, I’m at my wit’s end, seeing the way people – I mean all these teachers, professors, and instructors – present their stuff to me. Intolerably drab! That probably was the reason why I used to always sit near the door in the class room. Scoot, when the bell rings! Get the heck out!
 
Now, here comes this guy, giving me a naughty smile. Throws a puzzle at me, and asks me if I could handle it. Suddenly, I find myself sitting up. My senses have become acute. I’m ready to respond, because… I’m at risk.
 
This is exactly what happens with  kids. They get irresistibly hypnotized by computer and online games, not without any reason. Because, they get kicked up about being at risk, they hate to lose, so they put all their energies together in learning those ways that’ll help them to come out of it. Only to feel top-of-the-world when they win, having mastered the ‘tricks of the trade’.
 
The infatuation for playing with risks, holds sway over many a heart. Cliff-hanging, wave-surfing, para-gliding, skiing, the list can go on. If only instructional designers could get a hang of this stuff and bring in at least a little bit of that thrill factor in the courses they design!
 
The thing is, it’s happening. Slowly but surely! Experts say that by 2014, more than 75% of the global organizations will have some kind of gamified application. Because, such engagements, they find, do bring in the most needed learner attention levels.

Games rule. And, they also strike a winning formula with e-learning.

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)

Redwood Awards - Honoring Attitudes

Exhilaration!

Just this word would suffice to define the mood that permeated this year's "Redwood Awards" at C2. The entire team rejoiced the grand success of the 'Redwood Awards', in yet again recognizing lofty minds. The winners…

Alex and Hari, the winners for COMMITMENT: Late into the night, these two minds are invariably glued to their computer monitors, checking for any glitches in the content. This unflattering requirement could be done full justice to, only if one internalizes commitment. These 'intern-turned-staff' talents epitomize this great trait.

Himanshu, the winner for DEDICATION: By and large, everyone is dedicated to his/her work. But, the level of dedication is what differentiates the great from the good.

Himanshu is dedicated not just to what he has to deliver, but to what the organization needs to as well. The designer's attention spreads way beyond his ambit, to oversee other areas of the project, just to ensure things are fine. This is a rare trait to come by and C2 has been quick to spot the Redwood for Dedication.

Monica, the winner for FLEXIBILITY: Would anyone agree to let his/her profile keep changing? Definitely not, for the simple reason that this would affect their career prospects.
 
It's refreshing to find someone who places her heart in just doing her best in whatever comes her way - a one-in-a-million trait. Monica has kept herself so flexible so as to be called in for anything that needed her attention. And, by that special attitude, she becomes C2's Redwood for Flexibility.

Nirmal, Nirmal Ranganathan & Santhosh, the winners for INITIATIVE: It doesn't take any great effort to spot those rare minds that possess the habit to take initiatives. "Why not do this additional stuff that'll help the organization?" is a question not many would ask. Understandably, everyone is engrossed into what s/he needs to deliver at the end of the day, 'cos, that's what is expected of them. But, those who deliver on something that's not expected out of them are a special lot.

By the same reason, these three minds become C2's Redwoods for Initiative.

About the Redwoods:

The Redwood Tree, a veritable giant, completely dwarfs you at first sight. Growing from a seed no bigger than that of a tomato, it reaches heights of 367 feet (the height of a 35-storey building). Around since the Jurassic Age, with an average life expectancy of nearly 2000 years, its roots go OUT (not down) 900 feet, interlocking with the soil and roots of other trees. Disease and pests have failed to conquer it, making it evergreen.

Initiated in 2006, the Redwood Awards is based on the premise that "Your Attitude Determines Your Altitude". It recognizes employees who stand tall among giants in terms of their attitudinal skills including commitment, dedication, motivation and initiative.

ID: Move On The Moving Ground!

What if the terra-firma I'm standing confidently on, shakes violently under my feet?

I would be completely shaken up to say the least. I wouldn't be sure of my next step, 'cos, what if, by its very action, it causes a graver shake-up, taking me all the way down? The journey from an elevated and elated state to an abysmal depth could be depressing.

Such situations are not exclusive to topographical properties alone. They could cause an equally powerful turbulence to my mind landscapes as well, if what's thought of as fool-proof turns around and makes a consummate idiot out of me.

I could quote Instructional designing as a classic example, to prove this point. I put my heart and soul in thinking scenarios and come up with what I think is a piece of pure gold. But, in no time, I find this impression getting shaken up by none other than my student - of all people.

That paralyzing fear is what causes me not to take any chances. Nothing could replace my feeling completely safe and secure in my own cocoon. So no venturing out! And, that's probably the reason why one doesn't find brilliance around.

If some exemplary action needs to happen in my instructional designing, the first and foremost thing I need to learn is TO DARE! So what if I go down the abyss? Would there be no way out? There definitely would be, if only I look around...

... If only I learn mastering mental agility, so as to be able to let go, jump over the divide and land wherever I find the firm ground and take it from there.

In other words, learn to move on the constantly moving ground to produce something that'll move.

(Nirmal Ranganathan, Instructional Designer, C2 Workshop)