Deprogramming IT E-Learning

People solving IT problems need more than a cookbook approach to learning. Enter the constructivist model.

Many e-learning providers are using Internet technology to implement basic educational techniques that are derived from programmed learning models. For example, work through an e-learning course and, most likely, you'll see an introduction page followed by a series of informational pages followed by a multiple-choice quiz. But that technique is insufficient for IT workers learning subjective skills, such as programming and and application design.


People solving IT problems need more than a cookbook approach to learning. Enter the constructivist model.

Many e-learning providers are using Internet technology to implement basic educational techniques that are derived from programmed learning models. For example, work through an e-learning course and, most likely, you'll see an introduction page followed by a series of informational pages followed by a multiple-choice quiz. But that technique is insufficient for IT workers learning subjective skills, such as programming and and application design.

This type of programmed instruction, which is an outgrowth of Skinner's studies on behaviorism, was a big idea fifty years ago. It has a solid foundation in learning and performance objectives, uses a concrete instrument to deliver instruction, and provides a degree of interactivity in environments that lack instructors. Whether online or paper-based, it's effective for self-study of definitions, basic concepts, and such technical material as application structure. Training that's designed using a programmed learning model guides learners through linear or branching lessons that are followed by a test question. An incorrect answer directs learners to specific feedback or the original content material for remediation. IT workers that perform programming or design work need the opportunity to exercise their creative powers.

That type of learning isn't about problem solving; it's an assessment of memory. If the learner answers eight out of ten questions correctly, he or she can move to the next module. If the learner's constructed responses are slightly different, it may be hard to get the feedback he or she needs to retain the correct information. Indeed, one could argue that programmed learning is the antithesis of the dynamic, problem-based learning that IT workers need. In addition to learning basic skills, IT workers that perform programming or design work need the opportunity to exercise their creative powers. Rather than drill and quiz techniques, creative problem solving requires an environment where the learner performs within a specific context and receives feedback from an expert or mentor.

To accomplish that, instructional design moved beyond programmed learning to cognitive learning theory, which views learning as an active, creative endeavor. Learning theory progressed even further toward a constructivist model, which holds that active learning occurs best when it addresses real-life complexity in a natural context. Some basic constructivist model principles include

posing problems for learners to explore
seeking and valuing multiple perspectives
encouraging reflection of the learning process
embedding learning in realistic and relevant contexts
recognizing the social dimension of learning.

If e-learning is to compete with established corporate and university education, the technology to support the constructivist model must be developed. The e-learning environment needs to incorporate the following features:

Expert support. The learning environment must let mentors and experts collaborate to create learning projects and assess learner performance.
Context. Learners need convenient access to resources and learning experiences that are integrated with their work. Learning and working are related activities, but they're often thought of as conflicting.
Social interaction. Teams must be built into the learning environment. Team leaders should assign members, monitor progress, and assess individual contribution.
Collaboration. Learning environments should create situations where work and products are developed in a collaborative manner.
Appreciation for multiple perspectives. The environment must support joint courses, allowing collaborative relationships between teams in different, but related, classes. Learning becomes less isolated and the multidisciplinary context affords learners a richer experience.
Self-awareness and opportunities to try new approaches. Nurturing the creativity of IT workers is vital to building an environment that supports and enables innovative work. Learners need support for exploring knowledge, integrating their own experience, and synthesizing new knowledge.

Instructors must incorporate those principles to raise online learning of IT skills to a higher level. Learners need support for exploring knowledge, integrating their own experience, and synthesizing new knowledge. For example, imagine a learning experience that links learners to a team of people already using similar skills. The learner and support group are assigned to a simulated project where they must explore a partially completed application. Their objective is to evaluate the work of others, improve the design and code, and plan and execute original work that completes the application. Using a Web-based collaborative environment, team members can post critiques and suggestions, and concurrently edit the application design. An instructor monitors progress and provides guidance for resolving conflicting ideas. When the instructor approves the design, the team starts the next course activity.

Learning ideas
Here are several creative approaches to making learning information technology skills more interesting and challenging.

Combine a software project management class with a language development class. Have the two classes evaluate one another's efforts using parameters set by the instructor. Did the project managers develop clear requirements? Did the developers follow directions creatively or slavishly?
Have a software project management class role-play all of the tasks in a large project simulation. Such role-play can help reduce the myopia that develops when learners only interact with people in their own field.
Charge a Web development class with creating a marketing Website for a large company. Give them plenty of content to work with, and devise clear expectations for the required structure, navigation, and interactivity.
Challenge a new developer with a small-scale software design project that requires data gathering, analysis, and electronic sharing on a project Website that lets users and experienced programmers offer suggestions. Throughout the project, the developer incorporates or rejects the recommendations, and refers questions to an expert who has final sign-off of project completion.

Demonstrating learning
In constructivist model learning, actually performing the work assesses whether learning has occurred. Though evaluating constructivist learning is partially subjective, instructional designers can determine project-based criteria.

Where online quizzes must be used, try a less restricted approach. For example, rather than asking, "Which menu option do you choose to create X?" pose the question, "In the course of creating X, what result do you find at location Z?" Feedback for an incorrect answer to the first question would simply take the learner back to a menu option, but feedback to the second question would describe the creation process.

Recent developments in learning technology are impressive, but their application toward learning remains weak. Organizing material originally published in a textbook for online viewing might make the material flashier but does little to enhance the learning process. Before users and managers conclude that learning technology is merely an expensive fad, we must build support features that lead to higher forms of learning.