Chrisp’s e-learning expriences

As with most industries, economies or comunities e-learning in its various forms has been adopted with enthusiasm within the industry that i work. I train and educate in the Automotive service and repair sector. As a trainer for a major automotive manufacturer teaching mainly in technological change in this sector it can be effective to make use of the tools offered by e-learning. For the purpose of developing my own skill and knowledge of e-learning i have sigened up for a industry seminar on………you guessed it!……e-learning.  The following passage is an excerpt from a industry flyer promoting the seminar;

“This is a must attend night for all those person’s involved with training in the Automotive Industry, a night where you can get some real hands on experience with ‘E’ Learning Techniques, and in this case it will be concerned with ‘POD’ casting” (IAME 2008).

I have stumbled across the term ‘ALN’ or Asynchrous Learning Networks and a paper/ case study conducted in the subject. Makes for an interesting read. It seems ALN may be something of a generic term covering of on all sorts of e-learning. However of particular interest to be are the sections in relation to web conferencing or ‘webinars’. Included in the passage is an example of a effective case study con one organisation. This i intend to examine in finer detail possibly as a webinar case study.

Following is a passage from the paper describing ALNs;

Asynchronous Learning Networks (ALNs) provide the capability to learn anywhere and at any time. The acronym ALN might just as well be used to represent the term Anywhere/Anytime Learning Networks1. Both interpretations reflect and emphasize that ALNs are different from traditional distance learning methods (e.g., video broadcasting) because the learner can be anywhere and can learn at any time. While an ALN might be a correspondence course or a course offered by recording messages on answering machines, most modern interpretations link ALN with on-line or world-wide-webbased learning. The key ingredient of an ALN is the capability for learners to learn anywhere and at anytime and to be part of a community of learners. Modern implementations of ALN systems utilize conferencing systems and on-line reading materials and exercises. In many curricula, the traditional classroom experience is best characterized as a “sage on the stage” (Bourne et al. 1997, p. 1) 

It is interesting to note that not all users of e-learning define it and its uses the same. Much like anything in life , as ‘they’ say. Whilst strolling through the colourful landscape that is weblogs i came across the following passage that kind of grabbed my imagination;

‘The very first point Richardson makes is that “this may look like a book about technology, but it’s really a book about …connections” (p.vii). With a nod to Jonassen, the author discusses “cool tools”, “collaborations and conversations” and “creatively motivating students to learn more deeply” using a teaching and learning “toolbox” (p.9). He’s obviously talking about e-learning, but does not see the need to define what it is. So, e-learning has become a common if imprecise term used to refer to technology-enhanced learning’ .