4 Keys when Transforming ILT for eLearning

One of the frequent inquiries received in our field is around the area of transforming existing Instructor-Led Training (ILT) to an online format. Here are four keys to an effective transformation:

1) Utilize Instructional Designers

2) View eLearning as a Process

3) Equip Your Online Facilitators

4) Focus on the Learner

Utilize Instructional Designers

Making the upfront investment to create new content and design new learning activities is critical. Do not simply take your existing instructor-led PowerPoint and distribute it via eLearning platforms.

“The media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in nutrition.”–Dr. Richard Clark, Learning from Media: Arguments, Analysis, and Evaluation (p. 2)

In other words, simply using eLearning to distribute existing content is not the answer. Technology itself will not improve learning outcomes. You are moving into a new learning environment with a different learner profile that requires a new design. Otherwise, you are taking ill-matched content and simply distributing it more quickly to more people. Instead, professional eLearning instructional designers will ensure your designs consist of shorter, highly focused topics. They will help you engage the learner visually every 30-60 seconds with frequent image and layout changes. They will ensure you actively engage the learner every 3-5 minutes with learning activities to keep the learner actively participating throughout the course.

View eLearning as a Process

“You need to complete this online course.” Such a statement reflects that many organizations continue to view learning as an event. Technology offers many wonderful benefits for learning, but learning still remains a process. If you plan to “send the employee to training” then you are planning to fail. Learning must occur before the session, during the session and following the session. It involves coaching, reinforcement, and follow-up by the manager, even more so than the instructor. For effective learning to occur, the entire continuum of the learning process must be included as part of your learning solution.

Equip Your Online Facilitators

Learner engagement looks different in synchronous (live, real time) eLearning than a traditional classroom. Too many organizations tend to think their effective face-to-face facilitators will automatically be effective live online facilitators, yet it requires a very different set of skills. A client transitioning from classroom facilitation to live online facilitation noted, “In the classroom, I can see their eyes, expressions, and read body language, but I can’t do any of that online.”

Actually, you can; however, it looks quite different in live online facilitation. Instead of using your physical presence you must effectively use your camera and voice to connect with learners to make virtual “eye contact” and maintain attention. Instead of reading body language, you must read their actions: is the learner participating in the planned chats, polls, and activities? If so, they are engaged. If not, ask impromptu questions using status icons to quickly see who is responding and who is not. Ask learners to unmute their line and discuss a topic with you.

Focus on the Learner

In football, it does not matter how many of your quarterback’s passes were directed at the end zone. What matters is what is caught, not what is thrown. The same holds true for learners. Yet, managers tend to focus on course completion rates. Subject matter experts (SMEs) focus on the details of the process or concept being taught. Directors focus on the training costs. Facilitators focus on delivering the content. These are all important aspects; however, the top priority for everyone must be the learner.

In the end, it is not about the content or courses you provided. It is all about whether or not the learner can apply what they learned.

“Transfer of learning is the application of skills and knowledge learned in one context to the context that matters.”–Allison Rossett, San Diego State University

Prior to the learning, you must be very clear what you want the learner to know and do by the end of the learning experience. During the learning, the learner activities, interactions, and debriefs are much more important than checking off points of content. Following the learning, are the learners able to apply what they learned?

If not, then you have missed the mark. Use these four keys to guide your organization’s approach to repurposing ILT content for eLearning delivery.

Content for this post was provided by:

• Robert David of the UC Berkeley Extension, Corporate & Professional Programs group
• Steven Williams of the Corporate Learning Group