MIT has a long history of developing classroom training for its staff, and as part of the Institute’s strategy to accomplish a “digital MIT,” it became imperative that it transform much of its classroom training curriculum into engaging and effective online learning. The implementation of a new learning-management system was a key enabling factor, but just as important was the recognition that designing online learning required a different skill set from designing classroom training.

Participants in this case-study session will learn how MIT is transitioning from a predominantly classroom-based training approach to a blended approach that delivers valuable online learning and maximizes the classroom opportunities. This session will focus on reviewing the processes for taking classroom training and documentation and converting it to eLearning and updating the skill sets of traditional classroom trainers so that they can become effective eLearning designers. You’ll learn how to build new strategies to engage learners; how to educate subject matter experts (SMEs) about the differences between classroom design and eLearning design; and that engaging learners online requires new kinds of interactions.

In this session, you will learn:

  • The lessons learned from transitioning classroom training to eLearning
  • New strategies for engaging learners
  • The new skills needed to transition from a classroom trainer to an eLearning designer
  • How to communicate the differences between eLearning and classroom training to subject matter experts

Audience: Novice designers, managers, directors, VPs, CLOs, and executives.

Handouts

All Contributors

Kate Fontanella

Technical Trainer, Massachusetts Institute of Technology

Dyan Madrey

Learning and Development Specialist, Massachusetts Institute of Technology

Laura Mannix

Senior Training Specialist, Massachusetts Institute of Technology

Mark Wiklund

Manager, Training & Documentation Manager – Information Services & Technology, Massachusetts Institute of Technology