| When does true learning come? When does true | | | | into bite sized information and glosses over the |
| understanding come? This is of course an issue | | | | connections in between these that make up the |
| that any teacher may be faced with. But for | | | | bigger picture. Indeed, the very medium of |
| elearning solutions, this can be an even trickier | | | | technology and the Internet is geared towards |
| problem. I have been to so many seminars and | | | | this goal. |
| conferences already regarding elearning. I have | | | | So How Can Elearning Solutions Avoid this? |
| also seen and tested many of the elearning tools | | | | Segmentation is almost impossible to avoid in |
| that are available for use as well as those that | | | | most elearning software. But there is of course |
| have not even been released in the consumer | | | | some small measures where it can be inserted. |
| market yet since it is a part of my job. And what | | | | First of all, one must always add information |
| I have seen is a lot of systems that simply spoon | | | | about the context or background. This is the |
| feed information to the students. It tells them | | | | most important thing that can be added to |
| what to do and it tells them how. But more often | | | | elearning. This can be accomplished in various |
| than not, the why and the bigger picture to which | | | | ways. It can be added to each system in the |
| these pieces of information belong to have been | | | | form of footnotes or something like that. Another |
| neglected. And it is definitely endemic. It actually | | | | way this can be added is through the teacher. If |
| seems to be within the nature of this electronic | | | | there is a live teacher or trainer, then he or she |
| learning as a whole. | | | | can be the one tasked in gluing all the information |
| Why is Information Spoon-feeding Endemic in | | | | together in the end by means of an ending |
| Elearning? | | | | discussion or even with a written homework. |
| As the term goes, electronic learning has been | | | | Another thing that must be remembered is the |
| created in order to create ease and speed in | | | | defining of goals and objectives. This may sound |
| education and learning. Yes, teaching and learning | | | | so simple but there are so many times when |
| can be separated. One is the act of being taught, | | | | elearning solutions fail to take this into |
| and the other is the actual act of absorbing what | | | | consideration. This is perhaps due to the fact that |
| is taught. Unfortunately as seems to be the case, | | | | the goal is too simplistic or broad. One must |
| elearning seems to be only concentrated on the | | | | narrow down goals into specific objectives. After |
| act of teaching. By using software and computer | | | | all, the ability to properly narrow down goals can |
| technology, teachers and corporate trainers can | | | | only be done effectively by a person who |
| get to teach their students or trainees wherever | | | | completely understands the bigger picture. This |
| they may be or in a faster, hassle-free way. In | | | | would help guide the modules and thus would |
| most training cases, it eliminates the need for a | | | | make lessons easily relatable to each other, |
| teacher. But since it is mostly focused on this | | | | helping the student or trainee learn or understand |
| ease of instruction instead of ease of learning, it | | | | the lessons. |
| tends to encapsulate everything, segment things | | | | |