How to judge e-Learning Quality

According to Dr. Gillis, Charles Allen's "Show-Tell-Do-Check" approach (to learning) used with shipyard workers in 1917 is equally relevant today. Both recent neurological evidence and Piaget's cognitive constructivism support the idea that learning takes place when learners are active doing something meaningful. In other words, in the "doing" or "experiencing" of something meaningful we create new neural pathways that form the basis of new and increasingly complex mental models or schema.

In keeping with this theoretical grounding, the quality criteria e-Learning categories consist of:

1. communicate purpose of learning opportunity
2. engage the learner and maintain motivation
3. elicit relevant knowledge the learner already has
4. show examples and demonstrations
5. provide practice and feedback
6. provide integrative practice
7. promote transfer of learning
8. offer instructional help
9. use media effectively and
10. assess learning.

If we pursue this approach, next generation learning will be characterized by more engaging courses, more robust learning activities that allow for better transfer of learning, more realism in learning activities, and more use of live mentors for help and guidance. Ultimately learning will be seen as more of an exploratory activity and less of a "canned" or linearly progressive activity. Differential learning contexts and experiences will allow learners to direct activities more and thereby construct more appropriate meaning for themselves as we move to more "plug-and-play" and immersive learning environments.

From the article "What About Industry Standards?" in the December 2001 issue of OSTD OnLine newsletter.