Book Review
The Web Learning Fieldbook:
Using the World Wide Web to Build
Workplace Learning Environments
written by Valorie Beer
reviewed by Eric L. Dicken
Associate Director of Career Services
Baldwin-Wallace College
Posted: May, 11, 2001 Student
Affairs Online, 2 (Spring)
I hear and I forget.
I see and I remember.
I do and I understand.
I point and click and I point and click.
In The Web Learning Fieldbook, Valorie Beer adds her
commentary on the familiar adage about how people learn. Beer
emphasizes that the act of pointing and clicking doesn’t teach
us anything other than how to point and click.
In the preface, Beer claims her book will help managers,
instructional designers, instructors and human performance support
specialists establish their expectations for what the web can do for
learners in their companies. Beer accomplishes that (and more) in
this organized, articulate, and useable text. Each chapter begins
with an outline of its learning objectives and ends with a summary of
the key points. This organization aids the learning process
throughout.
Some of the most useful information in this book comes, not in the
form of answers, but in the form of questions. Throughout the book,
Beer conducts what she calls a "web learning reality check." She asks
readers to consider three questions:
- Do you learn this way?
- Do you know anyone who does?
- Could you learn what you are expecting others to learn from
your Web site?
Beer divides the book into three parts. Part One-The World Wide
Web’s Role in Learning targets the why and how of web
learning. When deciding to incorporate technology into training and
education, Beer encourages us to ask: "What do my learners need to
learn?" before asking, "How can I use the web to reach them?" Beer
emphasizes that just because you can use the web to train your
staff doesn’t mean you should.
Part Two-Preparing to Use the Web for Learning explores
questions about learning environments, communities of learners, and
the pros and cons of using the web for learning. Part Two requires
the reader to analyze, evaluate and understand their rationale for
incorporating technology.
Beer reminds us that merely converting printed training materials
to HTML only allows web trainers to "create ineffective training
faster." Only by emphasizing the experience of the learner can we
determine how to use the web to aid in the training process.
Beer’s chart outlining Pros and Cons of Web Learning
accomplishes more than just identifying the benefits and
disadvantages the web offers. It provides possible solutions to
overcome the problems. One solution that stands out is that of
pairing subject matter experts (SME) with classroom instructors. The
SME can provide content that the instructor can shape into an
experience that results in an outstanding learning opportunity for
both learners and instructors.
Part Three-Web Learning Design Studio doesn’t delve
deeply into debates about which platform works best or how to choose
software to design a site. Instead, Part Three provides a framework
of questions, checklists, and worksheets to help the reader determine
how to incorporate web learning as a strategy. Beer adds that too
often instructional designers emphasize appearance of the site over
the organization of the site. In that scenario, the learner suffers.
The Web Content Checklist (p. 81) will help place the emphasis on the
site’s organization and not just its appearance.
Beer underscores that "information is not instruction." Anyone who
has used a search engine to research knows that the web provides an
endless supply of information. The mere access to information
doesn’t ensure that someone can interpret or use the
information.
When deciding what activities to provide (and determining if the
web can help) Beer encourages us to consider: "For this particular
content and skill area, which is more important for employees:
knowing the information or knowing where to find it?" The discussion
continues about the distinction between "knowledge in the head" and
"knowledge in the world." (p. 104). Knowledge in the head is often
more efficient, but you need to spend time learning the content and
practicing it. Knowledge in the world requires less work, but it does
require a proficiency in finding the information when needed.
Fieldbook includes several helpful appendices that include
screen captures, a glossary, and references. Be sure to visit the
companion website at http://www.pfeiffer.com/beer.html.
If you plan to incorporate web learning in your workplace,
you’ll definitely want this book by your side throughout the
process.
Beer, V. (2000) The
Web Learning Fieldbook: Using the World Wide Web to Build Workplace
Learning Environments. San Francisco, CA: Jossey-Bass/Pfeiffer.
Printer
Friendly Version
|
