When Technology Attacks

It’s true that advances in technology have made e-Learning experiences faster, more robust and more convenient for learners to use just about anywhere. Remember when the tools of the trade included 486 and Pentium processors, Windows 95, single- or double-speed CD-ROM drives and 9600 baud dial-up? Now we have the dual core processors, multiple CPUs, Blu-ray recordable drives and 6 Mbps DSL. That’s a pretty dramatic increase during the last decade or so.

The latest versions of e-Learning programs are capable of seamlessly integrating text, images, audio, movies, animations and 3-D environments to create the most engaging, real-life learning experiences we’ve ever encountered on a computer. No longer must company trainers rely on e-Learning programs that feature cartoon characters scaling mountaintops and battling angry billy goats to teach customer service. After all, if you want employees to improve their customer service skills, don’t you want them to practice in life-like situations? Of course you do.

Technology today allows us to recreate real-world scenarios (using high resolution images or movies of real people interacting in real settings) based on company-specific procedures, standards or even equipment. The best way to increase learner comprehension levels is to let them make the same decisions or perform the same tasks they’ll experience on the job every day. And the most effective way to let them experience those everyday responsibilities is in the risk-free environments of immersive learning simulations.

Of course, with every leap forward we’re bound to experience an obstacle or two. (This is the When Technology Attacks portion of the article.) Perhaps the most common challenge in e-Learning is making sure that end users are properly equipped to experience the e-Learning program. Do they have access to appropriate software and hardware? Do they have the latest versions of plug-ins (if necessary)? Do they have Internet or intranet connections with adequate bandwidth?

Also important to consider are the computer knowledge and skill set of the user. If you’re a CLO, training director or manager intent on taking advantage of the benefits of e-Learning, you might consider providing basic instruction to your employees to make them more proficient in their computer use. If you’re developing your own e-Learning programs, keep minimum system requirements in mind.

To avoid getting attacked by technology, here are few things to consider:

Know your learners

Gather as much information as possible about your learners. Are they comfortable with technology or do they need additional instruction to get them through the course? Don’t shy away from e-Learning if you have learners who are computer novices. Remember, e-Learning experiences can be created as robust as your learners demand.

Understand existing parameters

Whether you are in the market to work with a custom e-Learning developer or plan to develop your own e-Learning program, you should understand the existing parameters of your operating systems, networks and LMS. By identifying standards and addressing potential restrictions, you can ensure that your e-Learning program actually performs as you planned.

Look to the future

As the popularity of Web 2.0 principles continues to grow, you can bet that wikis, blogs, podcasts, RSS feeds, chats and other social network components will become more prominent in e-Learning programs. If you’re not familiar with these terms, it’s a good idea to start studying.