More Rapid eLearning Confusion

In Dianne Archibald’s recent article, “Rapid E-Learning: A Growing Trend,” she states:

“The definition of rapid e-learning differs among experts, but generally it’s considered to be e-learning that can be developed quickly and inexpensively. REL uses tools and processes that decrease development time (and costs) dramatically.”

Who could argue with that? Faster for many kinds and training and many situations is a necessary (if, for some, not a completely desirable) thing. Although Diane does an excellent job in her article in manways, and I recommend it highly, it is also an good example of the fundamental and pervasive confusion on the subject.

Diane mentions the term “courseware” fourteen times in her brief article. Clearly for her, Rapid eLearning is a way of creating “courseware” more quickly. And Diane is not a lone in this interpretation—doing what we have done before as trainers, instructional design, but doing it more quickly. And there’s the rub. According to this interpretation: on-line courseware = Rapid eLearning; courseware = training (eTraining); therefore, Rapid eLearning supposedly = Rapid eTraining. There’s nothing wrong with Rapid eTraining—it’s desperately needed. So, to avoid confusion in the future, let’s all agree to use the term Rapid eTraining when we are referring to methods and tools for rapid courseware development.

Rapid eLearning, on the other hand, is actually about learning—not courseware development. There are many ways to help people quickly learn what they need to know. Building courses more quickly may be one of them, but that’s not the essence of Rapid eLearning. The essence of Rapid eLearning is creating the shortest path between those who have knowledge and those who need it. It’s about disintermediating the process of transferring knowledge, not intermediating it more quickly. Rapid eLearning is about transferring time-critical knowledge as quickly, easily, and as cheaply as possible--it’s not about courses. The essence of rapid eLearning is subject matter knowledge—not instructional design.

Diane says, presumably for the benefit of those who are resisting Rapid eLearning because may compromise the integrity of instructional design: “By blending REL with other forms of training, it may be considered a part of a valid e-learning solution…” But, the preferred recipe should be: “The optimal eLearning solution is achieved by blending various forms of training (including eTraining), which provide foundation knowledge and skills, with Rapid eLearning, which keeps people knowledgeable in a fast-changing world.

For the term Rapid eLearning to be meaningful, it's not just about doing things differently--it's about doing different things. Let's focus not on courseware--let's focus on learning.