what you’ve been reading

what you’ve been reading

another interesting bit of data is a listing of the most popular posts on eelearning since i moved over to wordpress.  i’m pleased to see that my posts regarding exemplars in elearning are numbers 1 and 2.  What astounds me is that in 4th is my my post on learning theory resources, my very first post to eelearning. in 5th is my 3rd post which was links to evaluation resources. 

As I said in my last post, it would seem to show, at least among my readership, that people are at least as much interested in content as they are currency.  It also suggests to me that perhaps i should update those posts – because I have added to my personal list of learning theory resources and evaluation resources.  Most can be found in my delicious account.  But some are trapped in my browsers bookmark lists.

post nameviews
what is a “good example”565
exemplary elearning solutions483
buggy whip makers245
learning theory resource links241
evaluation resource links123
where i’d work122
Top Ten learning tools116
are motivation and drive innate or learned?112
there they go with the powerpoint thing, again!102
as if i needed proof96

if a blog falls on the web, but no one hears it…..

This blog was first posted on eelearning.com on 4/17/08.

my little hiatus from blogging over the past six months provided me with a number of interesting issues to contemplate, but the one that caught me most off guard was this question:

do readers really care if i post or not?

why would i ask this question? a quick look at some of my blog statistics for eelearning will clue you in. 

eelearning stats May 2007 – April 2008

Here’s a chart of the activity on eelearning here on wordpress. I my last post before my sabbatical was the middle of September. But readership of eelearning continued to grow through November. hmmmm. Makes you begin to wonder.

Add to this that my stats counter on my typepad account is still counting away and has shown steady readership there, even though I haven’t posted a new post on that verson of eelearning in almost a year now!

What I take from all of this feedback is two fold. One, many blog readers aren’t obsessed with what is being written every day. Blogs for many web users are resource sites and it doesn’t really matter whether the content they are seeking and finding was published yesterday or last year. Two, moving a blog and getting your readers to change their blogrolls and bookmarks is a very difficult task as well. if you obsessed about reader statistics, then make sure you have a comprehensive plan to migrate your readership before you move.

Karl Kapp on 10/15/09:

Dave,
Interesting statistics. I like the insight they provide in terms of readers treating the blog as a resourse. I think it also speaks to the valuable postings you have on your blog or the readership would have not returned for “reference” material.

driving real value in b2b customer education

This blog was first posted on eelearning.com on 4/20/08.

I’ve been spending a lot of time thinking and talking about business-to-business (b2b) customer education recently.  My comments here are particularly focused on software/webware, but the principles are just as relevant to other tech sectors as well as service-based industries and equipment suppliers.

i find a johari-square analysis to be particularly helpful to understanding where real value in generated via customer education.  in this post i will focus my comments on the training component of the customer education ecosystem.

along the horizontal axis is a continuum of the level of knowledge a customer has about an application – from basic/introductory usage to a full understanding of all features of the application.

along the vertical axis is the nature of the application to the organization’s particular practices – from generic, non-specific usage to very company specific usage.

The lower left quadrant then represents basic usage being applied in very generic, non-differentiated fashion. This might include data entry, simple reports, basic search functionality, etc.

the upper left quadrant represents the efficient transfer of current company knowledge and practice into the application. Examples would include self-help resources, document repositories, FAQ’s, etc.

the lowr right quadrant represents the application of new processes which are enabled by the advanced functionality of the application and/or templates and add-ons which expand the applications capabilities.

the upper right quadrant represents innovation and creation of new business capabilities and insights which are very specific to the success of the particular customer’s organization’s needs and goals.

The yellow arrow represents what can be considered the desired customer learning path.  The goal is to get the customer to use the application in a way that drives the success of their business.  Unfortunately, in the past, training has had limited means to deliver the necessary learning experiences to the customer. Instructor-led training in a brick and mortar setting with ink on paper content is very expensive. By the time the learning needed to get the customer through the lower left quadrant was successfully completed, the training group had run through its budget. the most innovating training groups might have been able to sneak in a bit of the upper left or lower right content, but that was limited.

the emergence of elearning tools and techniques along with systems that enable an organization-wide customer education ecosystem has created new opportunities to spread training resources further along the customer education learning path.  online tutorials, document repositories, online forums, wikis, instant messaging, and web conferences can be deployed at a fraction of the cost of ILT and ink-on-paper content. This leaves face-to-face contacts available to help customize and innovate new solutions to particular customer needs. Strategic deployment of resources across the customer education ecosystem can drive value in the customer’s organizations.