Which eLearning did you recently attend that you would go recommending to your boss to attend? Seriously? Please share with us. Two decades of eLearnings have passed. And we still have miles to go to make this fun. Ok fun does not matter to you? Fine – still a lot of ground to cover to make them effective then.
You might argue this is generational. Fair point. Baby Boomers and Gen Xers (count me in) are used to being taught in the classroom. If you were a subject matter expert of some sorts your boss nominated you to teach (to-be) peers. That was the cheapest non consequential promotion they could get you. You felt recognized, elevated. Yet effectively this meant an additional role on top of your existing one. Preparation in your spare time. And then make time to catch up on the “real work” you did not do while teaching. Pay raise? You wish.
And yet we loved the teaching, the exposure, yes we confess: the stage. As the learning industry moved on eLearning came about. Conventional Trainings were so 90s - they had to be converted into “Learning Journeys”. State-of-the-art learning had to be “blended” – no we are not talking coffee or whiskey. Classroom trainings had to be upgraded with virtual interventions – either before or after to begin with. And eventually to be completely replaced by it – in many cases.
At first many of them stalled. You see it coming: Yes of course the prime reason was us – the facilitators. We felt they took the stage away from us replacing it with shaky communication systems, a camera with low resolution and even worse: no instant audience response.
I still remember an executive of corporate learning breaking the news in room 2.01 with around 50 classroom trainers: “It’s here to stay” he said with an unmistakable blend of French and English. To us it sounded like a threat rather than an encouragement to embrace the new.
So here’s reason #1 why eLearnings fail: The facilitator. Knowledge is a given – you would hope. Like in classroom they should understand what they talk about. That said while there is instant response in the classroom if the facilitator produces nonsense a digital presenter easier got away with being light on content, poor on rhetorics using boring slides. The learners often were in blank fear their name might be called out and they would need to speak into the void – and did hope this would go by soon.
Other than that facilitators would turn into a mere “slide reader”, not a lot of variation in pitch, speed and volume and being visibly uncomfortable, embarrassed and stressed when webcam was on. Solution was: leave it off “to save bandwidth”. Unlike in the physical classroom they would not ask learners any question nor elicit any other reaction e.g. examples they could think of.
While we next time need to look at other factors like visuals, flow, duration, learners’ attention span, learners’ bosses interventions, and, yes, technology here are a couple of things we learned over many hundred hours Web-based Learning
Interact frequently
Less teaching more facilitation
Call participants repeatedly out with their names to elicit a reaction
Think TV-Host: speak, smile, pause
Manage your voice projection – vary pitch, speed and volume
Know your stuff – and have a cheat sheet handy
And: don’t suffer: Enjoy!