Within Customs one of the first things the LearnScope project group did was to compare the components of traditional learning with those of Technology Based Learning (TBL). This comparison indicated that the components were the same but there were some differences in the way they worked. The key differences being that some can be automated within the TBL context.

The key components of any learning system are:

• Standards for Learning;
  
• Content;
  
• Assessment;
  
• Collaboration; and
  
• Learning Administration.

Standards for learning
The learning standards are identified as the competencies (skills and knowledge) that are needed for any job. Whether the competencies are enterprise specific or nationally accredited, a primary use is in the assessment of individuals. This is done through comparing the competencies they possess to those required to effectively perform a given job. . As well as determining competence, this assessment identifies the individual's learning gap and facilitates the targeting of development to suit the individual needs. This results in more cost effective use of development funds.

Customs uses nationally recognised competency standards that cover the majority of competencies needed by our staff. These competency standards are used by staff to identify their learning and development needs.

A key opportunity that TBL provides is that it can automate some of the processes needed to identify an individual's development needs.

Content
Content is important whether delivering training using traditional or TBL methods. However, there is a body of literature that promotes the importance of individualised learning and the need for this learning to occur just-in-time. Until the advent of online learning cost considerations have limited the broad implementation of individualised learning.

In the past, most learning programs have had a generic set of instructional goals. Attempts to individualise self-paced learning packages have been through the use of challenge tests at the start of modules. These challenge tests enable people to manage their learning more effectively, however, as these materials are developed for a generic audience, there is always more material than is needed by one individual.

Individualisation can be increased by turning existing material into a number of Learning Bits that are linked to competencies (Learning Bits ™„ are the smallest standalone learning that covers a specific skill and/or knowledge, and should take no longer than 30 minutes to complete).
Through the use of a database it is easy to effectively identify an individual™Çs learning gap, link the appropriate Learning Bits to this learning gap and track an individual™Çs progress through the learning. This makes it possible to deliver cost effective, individualised learning.

Another issue to consider is the purpose of the content. Content is developed to: increase knowledge; improve skills; and/or change attitudes. Within the traditional context face-to-face delivery is used for all of these purposes. TBL has also been used to deliver knowledge, skills and attitudes, however is this the most cost effective use of TBL?

• Knowledge can be effectively delivered using TBL as the learning method. As effective assessment of skills gaps and increased access to appropriate Learning Bits occurs, this will lead to more individualised learning.
  
  
• Skills can be delivered effectively both face-to-face and by TBL in some instances. However, where the skill needs to be physically demonstrated the face-to-face mode is the most effective.
  
  
• Attitudes are most effectively demonstrated and changed through simulations. There have been simulations developed using TBL delivery, however, the use of face-to-face learning appears to be the most appropriate method for simulations.

Assessment
It is through assessment that individuals are able to identify their learning progress. In an holistic learning environment this assessment would occur at the start of the learning, during the learning and at the end of the learning process.

Diagnostic Assessment occurs at the start of a program. Within a TBL system it consists of a challenge test that enables a participant to only complete the learning that is necessary.

Formative Assessment occurs during the learning process. This assessment process is not always well done in the classroom situation due to the resources needed. The Learning Mastery approach developed by Benjamin Bloom (the learner fully understands a specific Learning Bit before moving onto the next one) is a formative assessment method that can easily be used by TBL systems.

Summative assessment occurs at the end of the program. In Customs, summative assessment occurs when a workplace assessor assesses an individual against a whole competency unit.

Collaboration
Within a normal classroom environment, collaboration occurs in group work. Collaboration is important in enabling learners to move from accessing knowledge at the conceptualisation level through to synthesising the information.

Within the TBL environment there are a number of tools that can be used to assist people to rapidly and easily exchange ideas and information. These include:

• synchronous/ asynchronous on-line chat;
  
• whiteboard;
  
• audio;
  
• video;
  
• file sharing tools;
  
• presentation tools; and
  
• application sharing.

The use of these tools, however, does not need to be limited to learning but can become a way of developing more collaborative working arrangements within organisations.

Learning Administration
A key difference between the TBL system and the traditional classroom approach is that the Learning Administration can be automated. This is particularly important for compliance based learning, as TBL makes it easy to track an individual's learning progress and assessment results.

Conclusion
In looking at the key components of learning we see that all these components were recognised as being important within the traditional delivery of learning. The key difference is that some of these components can be more effectively delivered using TBL delivery methods. Chris Dede in his keynote address at Network 2001 identified that learning included the following activities by both teachers and participants.

Teachers
Telling and Showing --- Collaboration & Mentoring

Participants Listening --- Doing

As teachers it is important that we identify how learning can be more effective. It is important to note that the process of learning has not changed, however we now have at our disposal a greater number of delivery methods. We need to recognise the TBL learning delivery methods, as tools that we can use to increase the effectiveness of learning.