...and the factors in the effective adoption of e-learning
Looking at this case study from the framework of the ICCA project's factors in the effective adoption of e-learning, many of the factors that have emerged from other case studies, pilots and stories the ICCA project has collected on the way are clearly evident.
For the MoFIT project sponsors, in this case FAS and HP, factors that had a really important positive influence on its success were the culture of collaboration that developed within and between the teams in FAS and HP, and the tolerance for and encouragement of innovation at the Workforce Development Department in HP and at FAS Cabra. Also really positive was a preparedness to include a role for formative evaluation from the start within a culture of reflection and commitment to learn. On the less positive side, greater clarity of purpose and outcomes earlier may have provided greater awareness of the demands it was going to place on the development and training team, especially at FAS Cabra and the resource requirements that this would lead to over the project period.
Some of the most important factors that emerge from the case are those relating to facilitators. In this case, it became clear by the middle of the project that trainers would also be closely involved in design and that they needed time to learn. Focused and high quality training and development in the key competences of pedagogy, technology and communication were required. The project benefited from highly motivated team members - often the case among early adopters. This factor will be more important to consider during the process of mainstreaming across the whole organisation, as will the issues of trainer competencies and how these will be developed.
In terms of designers, while the project benefited from the technical expertise of one or two employees at FAS, greater technical expertise and more of it at an earlier stage may have made design and development processes more efficient and delivered earlier success.
Through the evaluation process and benefiting from the collaboration of FAS trainers and HP coaches, knowledge of learners' ICT skills, numeracy skills and motivation and expectations was built and shared during the pilot and allowed the trainers and designers to adapt their approach. Issues of access and availability were tackled frankly and within business and cost constraints dealt with generously and realistically.
Understanding these factors in depth has led to a much more refined process and understanding of a range of conditions and processes that are needed to ensure optimal value and benefits to the learner, the training provider and the employer.
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