Technology-Based Learning Strategies Report - APEC HRDWG Wiki

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B. Overviewjust a shift in consumer habits, but also a shift in the way users interacted with the medium.Internet users have shifted away from a spectator role in the hierarchical broadcasting mediumtoward a much more participatory role with the new medium where they can create and modifycontent and where content creation and distribution is shared.The convergence of these two trends means that, at a time when the nature of work is changingprofoundly, the way workers learn how to do that work is also transforming.What is Technology-Based Learning (TBL)?For the purpose of this report, we are using the widely accepted definition of technology-basedlearning as the learning of content via all electronic technology, including the Internet, intranets,satellite broadcasts, audio and video tape, video and audio conferencing, Internet conferencing,chat rooms, e-bulletin boards, webcasts, computer-based instruction, and CD-ROM. 3 TBL alsoencompasses related terms, such as online learning and web-based learning that only includelearning that occurs via the Internet, and computer-based learning that is restricted to learningusing computers. E-learning is synonymous with TBL and has largely replaced it in scholarshipand industry as the term of choice. Therefore, the report uses these terms interchangeably.TBL is distinguished from distance learning or technology-delivered learning in that TBLincludes methodologies where instructors and learners are in the same room or instruction iscomputer-based and there is no ‘distance’ involved. On the other hand, TBL is more narrowlydefined in that it does not include text-based learning and courses conducted via writtencorrespondence that would be covered by either distance learning or technology-deliveredlearning. Furthermore, technology-enhanced learning describes a methodology in whichtechnology plays a subordinate role and serves to enrich a traditional face-to-face classroom.Technology-Based Learning’s PotentialWhereas even ten years ago, the majority of TBL depended on shipping video tapes or onexpensive satellite upload and downloads in selected sites, most TBL content today is distributedvia CD-ROMs or the Internet.The Internet holds particular promise among educational technologies since it easilyaccommodates multiple learning styles and distributed learning models. 4 On the Internet, users34ASTD, 2005.Brown, 2002.4
B. OverviewOnline Course Takers20052003200220010% 5% 10% 15% 20% 25% 30%training in the knowledge-based economy.cannot only view all types ofcontent from text to pictures tomusic; they can also interact with it,alter it, create new content, anddisseminate it back to a widercommunity. In addition, themedium is well matched to the newrequirements of education andBecause of these facts, growth in online course delivery has been strong. In just the past 5 years,the number of adults who said that they had taken an online course has grown from one in ten, toone in four. 5 Growth in this area is still accelerating. This explains why the CEO of Cisco, JohnChambers, calls e-learning “the Internet’s killer app.”Exhibit 1:Education in the Knowledge Economy 6Old EconomyFour-year DegreeTraining as Cost CenterLearner MobilityDistance EducationCorrespondence & VideoOne Size Fits AllGeographic InstitutingJust-in-CaseIsolatedNew EconomyForty-year DegreeTraining as CompetitiveAdvantageContent MobilityDistributed LearningHigh-Tech Multimedia CentersTailored ProgramsBrand Name Universities &Celebrity ProfessorsJust-in-TimeVirtual Learning CommunitiesIn the new economy, training is less dependent on ‘credit hours’ towards a degree and more onbeing able to demonstrate a measurable competency in a given skill. It is also much more timesensitive. In fact, most technology companies have no idea what knowledge or skills theiremployees will need five years from now to stay competitive.56PEW Internet and American Life Project, 2005.Erwin, 1999, p. 8.5
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Page 6 and 7: problems related to technological i
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Page 14 and 15: B. OverviewAnother key feature of T
Page 16 and 17: B. Overviewnumbers of students. For
Page 18 and 19: B. OverviewSome TBL courses lack au
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Page 26 and 27: C. Methodologies and Toolsbeen used
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Page 34 and 35: D. Applicationssafety. In addition,
Page 36 and 37: D. Applicationsstudents are enrolle
Page 38 and 39: D. ApplicationsExhibit 4:Rising Use
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Page 47 and 48: G. BIBLIOGRAPHYAdams, J. and M. DeF
Page 49 and 50: G. BibliographyGreitzer, F. 2002. A
Page 51 and 52: G. BibliographyRussell, M., Bebell,

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