Previously below I have reported that Archibald (2005) wrote that conventional e-learning design involves the subject content expert, then instructional designer, followed next by a developer who makes the interaction solution, and the e-learning programme is then tested out. However in practice, e-learning design often entails far more steps and more people.
Especially, I should like to add that any educative transaction involves a minimum of four interactions – the first of these is the stimulus of need conveyed to the teacher or content expert. This important initiating step was overlooked by Archibald. If there is no want or need then the programme is ab initio redundant - although like popular edutainment, a market could be created through addiction, and this is likely what consortia have in mind : they want to provide the stimulus to employees to learn through offering fun-type gaming modules. Companies however do have real learning needs and wants to be satisfied, so this first step to listen to them is perhaps wise. Timely response to a need is key to the success of such rapid packaging of e-learning. Another point of note here is that once done, the training module can be re-used ad libitum as and when required. This is one of the well-known principles underlying re-usable learning objects in education (well known in academia for the past ten years if not thousands of years).
Several tools for rapidly packaging e-learning are on the market including Raptivity and these will be reviewed here soon. Notwithstanding that Raptivity is not intended for use on Mac computers, I think I have got it to work now (after several days and nights) on my Mac.
A virtual classroom or chat conferencing can be an ideal medium for synchronous cooperative sharing of knowledge ; however, for collaborative learning, the participants need clear structure to bridge differences and co-construct together new shared knowledge. Therefore I have set about using the Raptivity tool to fulfil this need, drawing from my July 05 posting below 'On Synchronous Collaboration', and taking my definition of 'rapid e-learning' to be 'just-in-time training delivered electronically'. The aim is for the resulting training module to be used to teach the desirable skills just-in-time prior to entering the synchronous collaborative forum.
All Best Wishes
Archibald, D. (2005). Rapid e-learning : A growing trend. Learning Circuits, 1, 1-3. http://www.learning circuits.org/2005/jan2005/archibald.htm