E-learning: Reality of the Information Age

Rubico, the business components company, investigated e-learning thoroughly to see if it could address the training needs of its rapidly growing employee base. A Rubico spokesperson explains how the company set about developing an e-learning solution.

Despite its detractors, e-learning is emerging as the means by which innovative education and training can be implemented to supplement today`s business need for continuous education in the workplace.

However, it requires careful planning and attention to detail. It is no silver bullet. It will not transform poor content into magical content. It needs careful evaluation and testing to avoid costly mistakes such as many adopters of computer-based training and education have experienced over the last decade.

Rubico`s staff training is based on delivering dedicated training to new employees over a period of seven to 13 weeks. Trainers are actually employees who practise what they teach. This ensures the information conveyed is not limited to theory only.

But, with the number of employees tripling within an 18-month period, a couple of challenges appeared. The availability of lecturers became limited and employees needed more training flexibility. Refresher courses, also had to be held, changes to processes or technologies had to be communicated easily and the training costs contained especially since employees were now located all over the country. E-learning became a very real and necessary option.

Before rushing into e-learning, Rubico evaluated solutions suitable for its needs. It had to be easy to use with a low learning curve. A low cost of ownership and an ability to deliver a significant ROI when compared to the normal costs, were key considerations. And it had to be cost-effective, ownership outright, with no hidden costs.

In addition, the learners` activity and progress had to be measurable and assist with evaluating the effectiveness of individual questions and courses. It also had to be based on an industry standard or compatible with such a standard - SCORM, AICC or LRN.

Proprietary "plug-ins" were to be avoided and it should run on either Netscape or Internet Explorer. Finally, the authoring tool had to allow for its use on a CD-ROM or HTML files for deployment over the Web.

The tools listed below were downloaded from the Web or obtained on demo disks from the vendors. These were evaluated based on set criteria and results compared.

Tool Web site

Hot Potatoes http://web.uvic.ca/hrd/hotpot/

Trainersoft http://www.trainersoft.com/

EasyCBT http://www.spi-web.com/easycbt.html

Macromedia Authorware http://www.macromedia.com/software/

Socratease http://www.socratease.com/

RADTool http://www.skillwise.co.za/

DazzlerMax http://www.maxit.com/dazzler/index.htm

Trainersoft came out tops in a pilot project. Not only was it able to do all required, but it also had a good support infrastructure and there was constant development and growth in terms of the product. It became the foundation for Rubico`s e-learning programme.

Because of financial considerations, it was not possible to develop everything in-house. However, Web-based resources filled gaps. Links were created on the e-learning intranet. This allowed a separate browser window to open with the following courses:

Technical courses on Web design and coding were made available from www.w3cschools.com http://www.w3cschools.com. (This Web site offers courses on HTML, XML, CSS, Javascript and a range of other topics.) Courses on soft skills were reached on www.ThePeopleKeeper.com as well as courses that were downloaded from www.opencontent.org.

Assessments in terms of technical proficiency were done using www.Brainbench.com. Other sites such as www.dictionary.com and www.techrepublic.com served to enable collaborative learning through a means of e-mail that went to the candidates.

Also, folders were created in the company`s Microsoft Outlook mail server to allow forums to add messages and discuss ideas. This enabled employees to share knowledge and raise questions on a platform that provided access to all. By doing this, the company was able to use existing technology that was easily accessible to all.

Interactive workshops were also developed to train HTML, Javascript and XML for use on the intranet. These showed a frame with the exercise and a second frame with the results of the workshop. It allowed for experimentation and practical hands-on learning.

A number of courses in PowerPoint format have been modified to become more interactive by means of using MS Agent technology. This is available free of charge to licensed MS PowerPoint users. Sound and an animated guide are employed to instruct the viewer based on comments embedded in the PowerPoint notes pages.

Taking a look at the numbers for the same course the following becomes evident:

Traditional activity e-learning, 30 hours, R18 000.

Course development, 40 hours, R24 000.

Two hours R1 200 lecture time (Lecturer) 0 Hours R0

Three hours R1 800 preparation time 0 Hours R0

The cost of running the course in the traditional manner, excluding travel, manuals and other materials as well as meals is R3 000. Within eight sessions the e-learning course will have paid for itself. And if the development costs were compared and only the difference taken into account, it will pay for itself immediately after the second time it has run.