The following reflections are based on experiences gained within the learnscope project – Making elearning happen within the Australian Taxation Office (ATO).

What is elearning?

elearning can be defined as:

• The use of technology to create, foster, deliver, and facilitate learning, anytime and anywhere.
• The delivery of individualised, comprehensive, dynamic learning content in real time, linking learners and practitioners with experts.
• or simply put "learning that is accessible through a computer"

In an elearning program, the learner interacts primarily with the computer to achieve a learning outcome. As the program progresses the learner is guided through a process of show me, guide me, challenge me using text, graphics, animated graphics (that is, graphics that move), audio, video, or a combination of these. There are several models of Instructional Design which can assist in developing this learner path. Elearning can be simple in that learners are guided through rigid learning pathways, or complex in that learner responses can influence and change the materials that are presented.

Extending from elearning is the concept of blended learning which combines human interaction with the use of the computer for example online tutors and chat rooms / discussion boards.

Trends in elearning

The following trends in elearning were identified within the project:

• Elearning should be inextricably linked to performance and productivity, this ensures data to support return of investment and expectations;
• The classroom still exists, but has greater permeability; big windows; learning on demand; smaller chunks continuously on demand; teaching not for memory; but for search/reference;
• Elearning completion rates are on average 63 - 75%;
• The use of elearning is set to double in NZ and Australia in 2003;
• Students in the "new world of elearning" will have more expectations, need more motivation, be more independent, need to be more self-reliant, be better at time management, and have more self-awareness; and
• Instructors in the "new world of elearning" will move from knowledge deliverers to knowledge managers, be more learner centred, need to teach skills and reference them, need multiple perspectives, need to be more responsive, and need to teach for understanding rather than memory.

Considerations for developing elearning materials

The following considerations for developing elearning content were identified within the project:

• Learning is not restricted to on line - there are no limits to what else you can do eg using physical props for accompanying learning methods;
• Get participants to observe, experience, go some place, buy, find, tell some one - this will assist in learning transfer;
• Use simple authoring tools;
• Simple tools don't over ride quality in learning;
• First determine the outcomes, then the methodology, then the technology;
• Effective learning doesn't require a high level of fractionation - eg multiple choice questions; and
• You can use elearning for student preparation, reinforcement and observation.