Conference 2005 >
Track 3
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| Making learning engaging | |||||||||||||
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Danielle Every, Assistant Technical Coordinator, The Football Association. | ||||||||||||
 'The FA provides educational services for over 40,000 students a year in the areas of coaching, management, teaching, sports medicine, exercise science, sports psychology, administration, refereeing, child protection and crowd safety. Students are volunteers, parents, ex players, and those working in the Professional Game in the FA Premier League and The Football League with very different backgrounds, learning styles and needs. The principle objectives of FA Learning are about having one identity, co-ordinating existing activity, maximising resources and awareness besides meeting the needs of the modern, computer literate, football learner. This is all underpinned by the recognised need to develop a unique and modern philosophy of learning and teaching to apply to all subject areas and to attract, challenge, inspire and retain students. The last two years has seen FA Learning form a structure for all FA educational services, products, courses and conferences and draw together disciplines and students to form one utopian learning community, with the help of the online platform at local, national and international level. This session will outline how FA Learning kicked off online education and the various stages of its development including the customisation and implementation of a public Learning Management System. It will show samples of some of the existing online content and explain how the online learning model has evolved from the new taught course philosophy with examples from both grassroots and professional course interactive learning. Currently with a small range of courses and content live such as FA Soccer Parent and the FA Psychology for Soccer, 2005 will see the launch of 10 additional learning modules and courses with a new course design, which will also be discussed, as part of the presentation.' |
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| Different learners, different needs | |||||||||||||
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Phil Green, Managing Director, Optimum Learning Limited | ||||||||||||
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'In this session Phil will clearly explain what makes the difference between successfully matched learning and failure and frustration. See what matters, with an examination of four principal considerations, the goal, the learner, the learning material and the people around the learner. This fun session will begin with the base motivation that gets a learner started, the need for the right level of learner independence - how to test for it and how to encourage it. To underpin the concept, there will be a prize, and each participant will take away at least two highly desirable rewards! Hear how a well-known bank rewarded underachievement (unwittingly) and discuss the consequences of negative and positive reinforcement. With fascinating examples such as the Pygmalion effect, Rosenthal experiments, the work of that brilliant man Ben Zander, and the renowned scientist Francis Galtons Famous Walk, Phil will demonstrate how easy it is to depress or build learner self esteem. Reminded of the significance of self-fulfilling prophecies, you will become aware of how they lurk within distributed learning as well as face-to-face contact. See how the words, sounds and imagery contained within a lesson can stimulate positive or negative reactions according to the natural styles and preferences both of learners and of trainers. Receive very practical suggestions as to how to model learning upon positive theories of motivation and adult learning. Put this insight to practical if your work involves specifying, creating or commissioning learning material. Do not confuse this with the usual dose of theory and some lip service to individual styles and preferences. You will bring away practical hints on how to make changes to the menu of fare to satisfy distinctive learners appetites. Finally you will meet a simple but elegant 5-stage model for building a positive organisational adoption strategy.' |
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| Making e-learning work - what have we learnt so far? | |||||||||||||
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Andrew Ettinger, Director of Learning Resources, Ashridge | ||||||||||||
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Ashridge Business School in the UK recently conducted research about one aspect of the virtual environment, e-learning. In this session Andrew Ettinger, Director of Learning Resources at Ashridge, will discuss e-learning and the results of in-depth interviews with 18 leading companies. Organisations taking part in the study included Xerox Europe, Deutsche Bank, the British Broadcasting Corporation, the British Council, Lloyds TSB Bank and Coca-Cola GB. Findings from the study include, The initial wild enthusiasm for e-learning has given way to a much more cautious approach. E-learning requires a cultural change to take place about how training (and learning) happens and how it is delivered. Technology problems have haunted e-learning from the beginning. E-learning has acquired something of a negative image. Some companies have decided to drop the term e-learning altogether or have re-branded it with a new term such as I learning. Suppliers need to put far more resources and energy into helping clients market internally. The presentation will expand on these and other findings from the study, which took 9 months to conduct and involved further input from some 100 Ashridge clients. The key question addressed will be, what added value does e-learning offer to learning and knowledge management with dispersed workforces? |
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| Re-thinking e-learning | |||||||||||||
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Neil Lasher, VP of Global Network-UK, ASTD | ||||||||||||
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'This will be a lively discussion into the value of e-learning and its future. We will consider the current e-learning market, the lack of learning and how the future may look if we do not move towards fulfilling user needs in e-learning. You should leave with a clearer vision of how e-learning can and should fit into daily lives of employees. The session covers, Content vs. delivery Games vs. learning hooks Training vs. learning Performance improvement as a key focus Fully integrating e-learning with the training department. This session will start with a short presentation attempting to analyse what the focus of e-learning has been over the last few years. Looking at how the focus of learning has shifted and how the development of the use of e-learning appears to have been directed towards and driven by the technology and away from the content. We will look at some alternative reasons of resistance taken directly from research undertaken last year - to date unpublished - not with results from companies using e-learning, but specifically from users who were willing to admit they had started a course and left it incomplete. The results were not as we expected. Finally we will discuss and discover e-learning that will direct the focus towards performance improvement by integrating learning delivered by into daily life. This will be not only a presentation, but also a chance to question and discuss the future use of delivery within the training department.' |
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