DETT 621 9040 Online Learning and

Development in the Workplace (2148)

DETT-621

Section 9040

3 Credits

Fall 2014

09/08/2014 to 11/30/2014

Modified 09/01/2014

Faculty Contact
Linda Smith Linda.j.smith@faculty.umuc.edu

Course Description
An examination of distance learning and professional development in the business sector.
Discussion covers various issues, problems, and solutions related to distance learning and
professional development in the workplace. Topics include knowledge management,
performance improvement, delivery of learning and development, and evaluating learning and
development.

Course Introduction
This is a 3-credit course.

There are 12 weeks in the semester.

Start and end dates, as well as withdrawal deadlines available in class calendar.

Course Outcomes
At the end of this course, students should be able to:
1. Discuss competencies essential for delivering and supporting distance learning and
training in the business sector.
2. Justify aligning distance learning goals with business organizational values and vision
3. Differentiate among strategic learning and development concepts for measuring and
managing distance learning and training in the business context
4. Synthesize information relevant to distance learning and development to current business
topics and case studies
5. Discover a business organizational stage of learning and development by identifying their
competencies and strategic learning goals.

Course Materials
Click to access your course materials information

Class Guidelines
Preparation:
Students are expected to prepare for weekly learning activities by completing assigned readings
and other work on a timely basis. Participation in discussion forums is an important aspect of
your work in this course: 1) all discussions are related to the learning objectives for the course
and support your work on graded projects; 2) reading the conversations in discussion forums
provides you with multiple perspectives on a topic; 3) collaboration with peers and feedback
from your faculty team can improve your performance on assignments; and 4) your contribution
to discussions can enhance the learning achievement of your classmates. In order for your
participation in discussion forums to be relevant to you and your classmates, it is imperative that
your posts be made in a timely manner. Initial posts are expected by Thursday and final response

to peers posts are due by Sunday evening. Untimely posts will not receive full credit, and posts
made after the due date will receive no credit unless an extension has been granted prior to the
due date.
Classroom Management:
Questions

General questions can be posted in the online instructor's Office.

Questions about specific assignments can be posted in the Content area for assignments
and support materials.

Questions requiring a private response may be submitted through the LEO message
system or via e-mail.

Due dates

Requests for extensions on postings and assignment due dates may be made if submitted
before the due date. Examples of valid requests include family emergencies and travel
for work which restricts Internet access; however, granting an extension is at the
discretion of the Instructor.

Preferred Contact Method:

E-mail - linda.j.smith@faculty.umuc.edu

Online office - located in Course Content

Supplemental Material:
Textbooks
Chapters 1-3 of each book are available in Content/Course Resources. (Note: The Content
Resources area is different from the item shown on the navigation bar.)
Arneson, J., Rothwell, W. J., & Naughton, J. (2013). ASTD competency study. Alexandra, VA:
ASTD Press.
Rosenberg, M. J. (2006). Beyond e-learning: Approaches and technologies to enhance
organizational knowledge, learning, and performance. Pfeiffer. ISBN-13: 978-0787977573
Online Journal
Chief Learning Officer (get free subscription) for assigned readings:

http://www.clomedia.com/publications/1

Grading Information
According to The Graduate School's grading policy, the following marks are used:
A (90-100) = Excellent
B (80-89) = Good
C (70-79) = Below standards
F (69 or below) = Failure
FN = Failure for nonattendance
G = Grade pending
P = Passing
S = Satisfactory
U = Unsatisfactory
I = Incomplete
AU = Audit
W = Withdrew
The grade of "B" represents the benchmark for The Graduate School. It indicates that the student
has demonstrated competency in the subject matter of the course, e.g., has fulfilled all course
requirements on time, has a clear grasp of the full range of course materials and concepts, and is
able to present and apply these materials and concepts in clear, well-reasoned, well-organized,
and grammatically correct responses, whether written or oral.
Only students who fully meet this standard and, in addition, demonstrate exceptional
comprehension and application of the course subject matter earn a grade of "A."
Students who do not meet the benchmark standard of competency fall within the "C" range or
lower. They, in effect, have not met graduate level standards. Where this failure is substantial,
they can earn an "F." The "FN" grade means a failure in the course because the student has
ceased to attend and participate in course assignments and activities but has not officially
withdrawn.
Grades are assigned on the following basis:

Self-Assessment of ASTD Competencies for the Training and Development Profession

15%

Case Study Report for Learning and Development in a Selected Organization 20%

Learning and Development Needs Analysis for a Selected Organization 20%

Proposal for Improving Enterprise Learning for a Selected Organization 25%

Weekly participation in class discussions and activities 20%

Weekly participation will be graded on completeness of response to the topic, quality of posts,
and timeliness. Response to peer posts must be substantial (i.e., posts that say little more than "I
agree with what you said" will not receive credit). Participation that only meets minimum
requirements (e.g., 1 initial post and 1 response to peer) will not receive an "exceeds
requirements" grade. Initial posts are expected by Thursday and final response to peers posts are
due by Sunday evening. Untimely posts will not receive full credit, and posts made after the due
date will receive no credit unless an extension has been granted prior to the due date.

% of
Week

Summary of Assignment Due Dates

Course
Grade

1 Sep 8-14

2 Sep 15-21

3 Sep 22-28 Assignment 1 due by Midnight, September

28

15%

Self-Assessment of ASTD Competencies for

the Training and Development Profession

Participation Checkpoint 1 September 28

4 Sep 29
Oct 5

5 Oct 6-12

5%

6 Oct 13-19 Assignment 2 due by Midnight, October 19

20%

Case Study Report for Learning and

Development in a Selected Organization

Participation Checkpoint 2 October 19

5%

Assignment 3 due by Midnight, November 9

20%

7 Oct 20-26

8 Oct 27
Nov 2

9 Nov 3-9

Learning and Development Needs Analysis

for a Selected Organization

Participation Checkpoint 3 November 9

5%

10 Nov 1016

11 Nov 1723

12 Nov 24- Assignment 4 due by Midnight, November 30

30
Proposal for Improving Enterprise Learning
for a Selected Organization

Participation Checkpoint 4 November 30

TOTAL

25%

5%

100%

DEADLINE FOR STUDENTS TO WITHDRAW OFFICIALLY IS

October 31

For late submissions that have not been approved by the instructor (and for
assignments submitted after an extension due date) the penalty will be a 10%
reduction in the grade for that assignment for each day that the assignment is late.
Submissions after the last day of class will receive no credit unless an Incomplete
grade has been agreed upon by both the Instructor and student.

Project Descriptions
No. Course Goals/Objectives
Discuss competencies essential for delivering and supporting distance learning and training
1
in the business sector.
2 Justify aligning distance learning goals with business organizational values and vision.
Differentiate among strategic learning and development concepts for measuring and
3
managing distance learning and training in the business context.
Synthesize information relevant to distance learning and development to current business
4
topics and case studies.
Determine the business organizational stage of learning and development by identifying
5
their competencies and strategic learning goals.
Project descriptions:
Assignment 1: Self-Assessment of ASTD Competencies for the Training and Development
Profession (15% of course grade). Goals/Objectives: 1. Using the ASTD Competencies Model,
students will perform an assessment of their current competencies and development needs for the
field. Papers will be graded on completeness of the assessment, support provided for level of
competency, planning for closing skill gaps, and writing quality.
Assignment 2: Case Study Report for Learning and Development in a Selected Organization
(20% of course grade). Goals/Objectives: 1, 2, 3, 4, 5. Students will select an organization that
uses distance learning in its training and development and conduct a case study examining the
organization's level of learning and development (L&D) maturity. The case study will be graded
on completeness of the of information, quality of analysis of L&D maturity, and writing

quality. Case study reports will be shared with the class and form the basis of class discussions
following assignment submission.
Assignment 3: Learning and Development Needs Analysis for a Selected Organization (20% of
course grade). Goals/Objectives: 1, 2, 3, 4, 5. Students will select an organization and conduct
an analysis of L&D needs that can be addressed through distance learning. The paper must
include a description of how the L&D needs relate to business organizational values and vision.
Papers will be graded on completeness of analysis, insight regarding the integration of distance
learning in the L&D model, and writing quality.
Assignment 4: Proposal for Improving Enterprise Learning for a Selected Organization (25% of
course grade). Goals/Objectives: 1, 2, 3, 4, 5. Based on a case study report and needs analysis,
students will prepare a proposal for incorporating distance learning in a plan for improving
enterprise learning for the organization. The paper must include a description of how the
proposed plan elements relate to the overall L&D model and support organizational goals. The
plan must include a description of how the proposed L&D elements will be managed and
measured. Proposals will be graded on completeness of planning, creativity in addressing
learning needs, and writing quality.
Additional details and support materials are provided in Course Content.

Academic Policies
Academic Policies and Guidelines
ACADEMIC INTEGRITY
As a member of the University of Maryland University College (UMUC) academic community
that honors integrity and respect for others you are expected to maintain a high level of personal
integrity in your academic work at all times. Your work should be original and must not be
reused in other courses.
CLASSROOM CIVILITY
Students are expected to work together cooperatively, and treat fellow students and faculty with
respect, showing professionalism and courtesy in all interactions. Please review the Code of
Civility for more guidance on interacting in UMUC classrooms:
http://www.umuc.edu/students/support/studentlife/conduct/code.cfm.
POLICIES AND PROCEDURES
UMUC is committed to ensuring that all individuals are treated equally according to Policy
040.30 Affirmative Action, Equal Opportunity, and Sexual Harassment.

Students with disabilities who need accommodations in a course are encouraged to contact the
Office of Accessibility Services (OAS) at accessibilityservices@umuc.edu , or call 800-888UMUC (8682) or 240-684-2287.
The following academic policies and procedures apply to this course and your studies at UMUC.
150.25

Academic Dishonesty and Plagiarism UMUC defines academic dishonesty as

the failure to maintain academic integrity. All charges of academic dishonesty
will be brought in accordance with this Policy.
Note: Your instructor may use Turnitin.com, an educational tool that helps
identify and prevent plagiarism from Internet resources, by requiring you to
submit assignments electronically. To learn more about the tool and options
regarding the storage of your assignment in the Turnitin database go to:
http://www.umuc.edu/library/libresources/turnitin.cfm.
The following policies describe the requirements for the award of each degree:

170.40

Degree Completion Requirements for the Graduate School

170.41

Degree Completion Requirements for a Bachelors Degree

170.42

Degree Completion Requirements for an Associates Degree

170.71

Policy on Grade of Incomplete - The grade of I is exceptional and only considered

for students who have completed 60% of their coursework with a grade of B or
better for graduate courses or C or better for undergraduate courses and request an
I before the end of the term.

170.72

Course Withdrawal Policy - Students must follow drop and withdrawal

procedures and deadlines available at http://www.umuc.edu/ under Academic
Calendar.

130.80

Procedures for Review of Alleged Arbitrary and Capricious Grading appeals

may be made on final course grades as described herein.

205.06

Calculation Of Grade-Point Average (GPA) for Inclusion on Transcripts and

Transcript Requests Note: Undergraduate and Graduate Schools have different

Grading Policies (i.e. The Graduate School does not award the grade of D). See
Course Syllabus for Grading Policies.

COURSE EVALUATION SURVEY

UMUC values its students' feedback. You will be asked to complete an online evaluation toward
the end of the term. The primary purpose of this evaluation process is to assess the effectiveness
of classroom instruction in order to provide the best learning experience possible and make
continuous improvements to every class. Responses are kept confidential. Please take full
advantage of this opportunity to provide your feedback.
LIBRARY SUPPORT
Extensive library resources and services are available online, 24 hours a day, seven days a week
at http://www.umuc.edu/library/index.cfm to support you in your studies. The UMUC Library
provides research assistance in creating search strategies, selecting relevant databases, and
evaluating and citing resources in a variety of formats via its Ask a Librarian service
at https://www.umuc.edu/library/libask/index.cfm, which includes 24/7 chat and e-mail.
LEARNING MANAGEMENT SYSTEM SUPPORT
To successfully navigate the online classroom new students are encouraged to view the
Classroom Walkthrough under Help in the upper right menu of the LEO classroom. Those
requiring technical assistance can access Help@UMUC Support directly in LEO under the Help
menu. Additional technical support is available 24 hours a day, seven days a week via self-help
and live chat at http://www.umuc.edu/help or by phone toll-free at 888-360-UMUC (8682).
SYLLABUS CHANGES
All items on this syllabus are subject to change at the discretion of the Instructor and the Office
of Academic Affairs.

Class & Assignment Schedule

Activities Schedule

The following activities and resources are accessible through the

Content Tab on the course navigation bar.

A Description
ct
io
n

Com WC
ment o K
s
r
k

START HERE

R START HERE instructions

e
vi
e
w

See
first
NE
WS
item

R Syllabus
e
vi
e
w

Cour
se
Cont
ent

R Assignment instructions and support files

e
vi
e
w

Cont
ent/A
ssign
ment
s and
Q&A

R Online Instructors Office information

e
vi
e
w

Cont
ent/O
nline
Offic
e

Week 1: Course Introduction and Overview of Learning in the

Workplace

R Course Overview
ea
d

Cont
ent
web
page

V ASTD Competency Model online

is
it http://www.astd.org/Model

R ASTD Chapter 1 The Value of the ASTD Competency

ea Model
d

6
p
a
g
e
s

R ASTD Chapter 2 What Key Trends Drive the Field?

ea
d

8
p
a
g
e
s

R Rosenberg Introduction
ea
d

8
p
a
g
e

R Rosenberg Chapter 1 Myths and Warning Signs

ea
d

2
6
p
a
g
e
s

D Questions and comments about the course

is
c
us
s

Opti
onal

D Introducing Ourselves and Icebreaker

is
c
us
s

Mini 2
mum p
requi o
reme st
nts: s
initia
l post
and
respo
nse
to
one
peer
s
initia
l post

D Four concepts education, learning, training, and

is development
c
us
s

Mini 2
mum p
requi o
reme st
nts: s
initia
l post

and
respo
nse
to
one
peer
s
initia
l post

Week 2: Improving Human Performance

R Week 2 Overview
ea
d

Cont
ent
web
page

R ASTD Chapter 3 What Were the Results of the Research?

ea
d

8
p
a
g
e
s

R ASTD Chapter 4 Applying the ASTD Competency Model

ea
d

6
p
a
g
e
s

R ASTD Chapter 5 Questions and Answers

ea
d

R ASTD Chapter 6 Examples of the Proven Value of the

ea ASTD Competency Model
d

Opti
onal

6
p
a

g
e
s

R Rosenberg - Chapter 2 Learning, E-Learning, and the Smart

ea Enterprise
d

3
0
p
a
g
e
s

R Conine, T.E. (2012, October). The value of a virtual academy. Use 3

ea Chief Learning Officer, 11 (10): 42-45. Retrieved from
free p
d http://clomedia.com/articles/view/the-value-of-a-virtualsubsc a
academy
riptio g
n
e
s

Li HR Today. (2013). Aligning learning initiatives with

st organizational business strategy. [Podcast.] Human Resources
e iQ. Retrieved from
n http://www.humanresourcesiq.com/corporate-learningalignment/podcasts/aligning-learning-initiatives-withorganizational/

8:
0
7
m
in
ut
e
s

R Lykins, L. (2012, September). Are your learning activities

ea aligned with the business?? Chief Learning Officer: pp.18d 21. Retrieved from http://www.cedma-europe.org/newsletter
%20articles/Clomedia/Are%20Your%20Learning
%20Activities%20Aligned%20with%20the%20Business
%20%28Sep%2012%29.pdf

Use 3
free p
subsc a
riptio g
n
e
s

R Margolis, D. (2012, June). See the forest for the trees. Chief
ea Learning Officer, 11(6):pp. 58-60. Retrieved from
d http://read.clomedia.com/publication/frame.php?

Use 2
free p
subsc a
riptio g

i=111610&p=60&pn=&ver=flex

R Ryan, V. (2011, March). Recession resilience. Chief Learning

ea Officer, 10(3): 50-53.
d

e
s

3
p
a
g
e
s

D The importance of aligning human performance improvement Mini 2

is learning goals with the organizations business strategy
mum p
c
requi o
us
reme st
s
nts: s
initia
l post
and
respo
nse
to
one
peer
s
initia
l post

Week 3: Delivering Training and Performance Support

R Week 3 Overview
ea
d

R Rosenberg - Chapter 3 Building a Learning and Performance

ea Architecture
d

Cont
ent
web
page

3
8
p
a
g

e
s

R Kushnir, S. (2012, December). Graphic novels as learning

ea tools. Chief Learning Officer, 11(12): 62-63, 68.
d

Use 3
free p
subsc a
riptio g
n
e
s

R Katz, B. (2013, February). Development drives innovation

ea and revenue. Chief Learning Officer, 12(2): 50-51, 55.
d

Use 3
free p
subsc a
riptio g
n
e
s

R Van Dam, N. (2012, April). Designing learning for a 21st

ea century workforce. T+D, 66(4): 49-53. Retrieved from
d
or http://www.astd.org/Publications/Magazines/TD/TDli Archive/2012/04/Designing-Learning-for-a-21St-Centuryst Workforce
e
n

Podc
ast
versi
on
avail
able
on
site

D The place of distance education for formal training and

is performance support in the corporate context
c
us
s

Mini 2
mum p
requi o
reme st
nts: s
initia
l post
and
respo
nse
to
one
peer
s

W
e
b
p
a
g
e

initia
l post

S Assignment 1 Self-Assessment of ASTD Competencies

u
b
m
it

Assi A
gnm S
ents G
folde 1
r

S Participation Checklist 1
u
b
m
it

Assi P
gnm C
ents K
folde 1
r

Week 4: Organization Knowledge Management/Social Learning

R Week 4 Overview
ea
d

Cont
ent
web
page

R Rosenberg - Chapter 4 Knowledge Management in Action

ea
d

5
2
p
a
g
e
s

R Rosenberg - Chapter 5 Learning Through Online

ea Collaboration
d

3
6
p
a
g
e

R Cross, J. (2012, Fall). Transform corporate learning for the

ea era of collaboration. White paper. Internet Time Lab.
d Retrieved from http://jaycross.com/samples/Sample%20white
%20paper.pdf

1
8
p
a
g
e
s

Li De Leon, D.S., Nulty, T., & Marchroft, G. (2012, June). The

st learning enterprise. [Podcast]. Accenture. Retrieved from
e http://www.accenture.com/us-en/outlook/Pages/outlookn journal-2012-the-learning-enterprise.aspx (or see .pdf
or transcript at site)
re
a
d

1
1:
4
7
m
in
ut
e
s
2
p
a
g
e
s

R Emelo, R. (2012, June). Informal learning: Accidental vs.

ea intentional. Chief Learning Officer, 11(6):pp. 68-71.
d Retrieved from http://www.cedma-europe.org/newsletter
%20articles/Clomedia/Informal%20Learning%20%20Accidental%20versus%20Intentional%20%28Jun
%2012%29.pdf

Use 3
free p
subsc a
riptio g
n
e
s

R Hartley, D. (2013, April). What is social learning anyway?

ea Chief Learning Officer. Retrieved from
d http://clomedia.com/articles/view/what-is-social-learninganyway

Use W
free e
subsc b
riptio p
n
a
g

R Hardy, C.R. (2012, March). Transformative learning. Chief

ea Learning Officer, 11(3): 44-45, 48. Retrieved from
d http://read.clomedia.com/print.php?
pages=46,47&issue_id=101596&ref=1

Use 2
free p
subsc a
riptio g
n
e
s

R Spencer, T. (2013, February 20). Building informal learning

ea habits. Chief Learning Officer, 12(2): pp.: 42-45. Retrieved
d from http://clomedia.com/articles/view/building-informallearning-habits

Use 3
free p
subsc a
riptio g
n
e
s

D The value of knowledge management and informal learning

is
c
us
s

Mini 2
mum p
requi o
reme st
nts: s
initia
l post
and
respo
nse
to
one
peer
s
initia
l post

Week 5: Measuring, Assessing, and Evaluating Learning in the

Workplace

R Week 5 Overview
ea
d

Cont
ent
web

page

R Rosenberg Chapter 6 Learning and Performance in the

ea Context of Work
d

Barbara. (2012, December 6). How to evaluate learning:

Kirkpatrick Model for the 21st centuryA revision. The
Social Learning Blog. Retrieved from
http://www.dashe.com/blog/training-development/how-toevaluate-learning-kirkpatrick-model-for-the-21st-century-arevision

R Bove, T. (2010, February). Learning acceleration. Chief

ea Learning Officer, 9(2): 44-45, 48.
d

2
8
p
a
g
e
s

B
lo
g
p
o
st

Use 3
free p
subsc a
riptio g
n
e
s

R Kirkpatrick, J. & Kirkpatrick, W. (2009). The Kirkpatrick

ea four levels: A fresh look after 50 years 1959-2009. Retrieved
d from
http://www.kirkpatrickpartners.com/Portals/0/Resources/Kirk
patrick%20Four%20Levels%20white%20paper.pdf

1
2
p
a
g
e
s

R Kizlik, B. (2012, December 9). Measurement, assessment,

ea and evaluation in education. Retrieved from
d www.adprima.com/measurement.htm

W
e
b
p
a
g

R Meeker, K. (2012, April 13). Measuring learning and the

ea theory of change process. Retrieved from
d http://www.astd.org/Publications/Blogs/LearningTechnologies-Blog/2012/04/Measuring-Learning-and-theTheory-of-Change-Process

W
e
b
p
a
g
e

R Salimi, B. (2011, November). Saving America money. Chief Use 2

ea Learning Officer, 10(11): 48-49.
free p
d
subsc a
riptio g
n
e
s

D Three concepts: measuring training, assessing training, and

is evaluating training
c
us
s

Mini 2
mum p
requi o
reme st
nts: s
initia
l post
and
respo
nse
to
one
peer
s
initia
l post

Week 6: Roles in Managing the Learning Function

R Week 6 Overview
ea
d

Cont
ent
web

page

R ASTD Appendix D
e
vi
e
w

R Emerson, T. (2012, July 3). Managing the learning function.

ea ASTD. Retrieved from
d http://www.astd.org/Publications/Blogs/Human-CapitalBlog/2012/07/Managing-the-Learning-Function

R Hartley, J. (2013, February). Power to the people. Chief

ea Learning Officer, 12(2): 22-25.
d

Use 3
free p
subsc a
riptio g
n
e
s

R Nadler, B. (2012, June 7). Area of expertise (AOE)

ea Managing the learning function. ASTD. Retrieved from
d http://cfcastd.wordpress.com/2012/06/07/area-of-expertisemanaging-the-learning-function/

D Description of how learning is managed in the organization

is used for your case study report
c
us
s

Mini 2
mum p
requi o
reme st
nts: s
initia
l post
and
respo
nse
to
one
peer
s

initia
l post

S Submit: Assignment 2 Case Study Report

u
b
m
it

Assi A
gnm S
ents G
folde 2
r

S Submit Participation Checklist 2

u
b
m
it

Assi P
gnm C
ents K
folde 2
r

Week 7: Case Study Report Review

R Week 7 Overview
ea
d

R Rosenberg - Chapter 7 True Telecoms Story

ea
d

D Case study reports

is
c
us
s

Cont
ent
web
page

3
4
p
a
g
e
s

Mini 2
mum p
requi o
reme st
nts: s
initia
l post

and
respo
nse
to
one
peer
s
initia
l post

Week 8: Change Management

R Week 8 Overview
ea
d

R Rosenberg Chapter 8 Making the Change Happen, and

ea Making It Stick
d

ASTD Appendix H

R Ogilvie, J. (2010, April). Popular science. Chief Learning

ea Officer, 9(4): 44-45.
d

Cont
ent
web
page

2
0
p
a
g
e
s

4
p
a
g
e
s

Use 2
free p
subsc a
riptio g
n
e
s

D Major issues in managing change

is
c
us
s

Mini 2
mum p
requi o
reme st
nts: s
initia
l post
and
respo
nse
to
one
peer
s
initia
l post

Week 9: Coaching and Mentoring

R Week 9 Overview
ea
d

R Rosenberg - Chapter 9 Championing Learning

ea
d

Cont
ent
web
page

1
8
p
a
g
e
s

R Emelo, R. (2012, September) Mentoring: Bridging the

ea competency divide. Chief Learning Officer, 11(9): pp.26d 28.Retrieved from
http://content.ebscohost.com/ContentServer.asp?
T=P&P=AN&K=79573452&S=R&D=buh&EbscoContent=d
GJyMMTo50SeprY4xNvgOLCmr0uep7JSsKq4TLOWxWX
S&ContentCustomer=dGJyMOGqsUyurrZOuePfgeyx44Dt6f
IA

2
p
a
g
e
s

D The role of coaches and mentors in performance

is improvement
c
us
s

Mini 2
mum p
requi o
reme st
nts: s
initia
l post
and
respo
nse
to
one
peer
s
initia
l post

S Submit: Assignment 3 Learning and Development

u Needs Analysis
b
m
it

Assi A
gnm S
ents G
folde 3
r

S Submit Participation Checklist 3

u
b
m
it

Assi P
gnm C
ents K
folde 3
r

Week 10: Proposal Workshop

R Week 10 Overview
ea
d

Cont
ent
web
page

D A collaborative workshop to assist with development of your

is Proposal for Improving Enterprise Learning
c
us
s

Mini p
mum o
requi st
reme s
nts:
initia
l post
and
ongo
ing
colla
borat
ion

Week 11: Future of Learning and Development

R Week 11 Overview
ea
d

R Rosenberg Chapter 10 From E-Learning to Learning to

ea Performance
d

D Continue participation in the Proposal Workshop

is

Cont
ent
web
page

1
6
p
a
g
e
s

Mini p
mum o

c
us
s

requi st
reme s
nts:
initia
l post
and
ongo
ing
colla
borat
ion

Week 12: Wrap Up and Reflections

R Week 12 Overview
ea
d

Cont
ent
web
page

D Reflections on online learning and development in the

is workplace
c
us
s

Mini 2
mum p
requi o
reme st
nts: s
initia
l post
and
respo
nse
to
one
peer
s
initia
l post

S Submit: Assignment 4 Proposal for Improving

u Enterprise Learning
b
m

Assi A
gnm S
ents G
folde

it

S Submit Participation Checklist 4

u
b
m
it

Assi P
gnm C
ents K
folde 4
r