Those of us involved in preparing and providing e-learning opportunities are also pretty happy consumers of learning opportunities, Patti Shank confirms in her latest report for the eLearning Guild (eLearning Degrees and Credentials: Needs of the eLearning Professional, published in August 2011 and available online free of charge to Guild members).
Reporting on responses from more than 500 Guild members, Shank tells us that four out of five respondents recommended the academic and certification programs they have pursued or are pursuing, and “[t]he vast majority of the respondents were happy with their programs” (p. 15).
In the larger context of her topic, Shank leads us through the needs and motivations of e-learning designers and providers; calls our attention to certification programs including ASTD’s Certified Professional in Learning and Performance (CPLP) designation and others; and looks at current and desired job responsibilities for those pursuing degrees and certifications.
“One of the major conclusions of this report is that both credentials and skills are important to respondents,” she writes (p. 21), with the additional warning that “If you’re complaining that people are talking about technologies that you think couldn’t possibly be used for learning and don’t know the lingo that others are using, you’re in the danger zone. That’s not a good place to be for eLearning professionals.”
The motivations are clear: nearly a third of the respondents work in instructional design and want to advance their careers in instructional/educational technology, while another third of the respondents listed instructional design as an area of study. A much smaller group works in instruction/teaching/training/coaching (14%), and only 10% of the respondents listed instruction/teaching/training/coaching as a desired job responsibility—less than the 15% who said they “desire to be Independent Consultants or Executive Management” (p. 8).
Shank offers the useful reminder that “you’re unlikely to learn everything in the eLearning field in one degree program. Many people attend multiple programs, such as obtaining a Master’s degree and a Certificate of Skills, for this exact reason” (p. 10). And she warns that “keeping their skills fresh is a moving target” (p. 10).
Which, of course, reinforces for so many of us the idea that we need to see ourselves as trainer-teacher-learners if we want not only to keep up with those who rely on us for continuing education, but also if we want to excel at what we do in a world where those who take a break are liable to find ourselves facing an even steeper learning curve than we would if we simply incorporated all three elements of our work into our day-to-day routines.