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LearnHousing FAQ
Before deciding to take part in an e-learning course you will have many questions ... in this section we answer those most frequently asked
Who develops the courses?
What is the duration of each course?
Who are the trainers and tutors?
What is the Virtual Learning Centre?
What technical set-up does the employer need to have in place?
How much time does an e-learning course take and how can the employer support the e-learner?
Does e-learning suit everybody?
Who develops the courses?
Courses are developed collaboratively with the input from qualified online trainers, experienced subject trainers/consultants and/or practising Housing professionals. Wherever possible current practitioners are involved. This is crucial as the majority of learning takes place at the workplace, and many exercises and assignments require the immediate application of lessons learned, or the researching of issues within a learner’s organisations. To make sure our course design works in the organisational context, we work closely with those working within organisations. To read more about some our course developers click here.
What is the duration of each course?
 The duration of courses varies, depending on the subject and the learning objectives, but on average courses run over a period of 3 to 4 weeks. Workshops are usually shorter, and run on average over 10 days to 2 weeks.
In the future LearnHousing will also be providing a range of other online events:
- Learning networks with an online-community element
- Online masterclasses and Webinars with leading experts
- Webconferences
Those events may just last a few hours, a day, or a few days, or in the case of learning networks they may be continuous.
Who are the trainers and tutors?
To read more about our trainers and tutors click here.
What is the Virtual Learning Centre?
If any of the terms used below sound like double Dutch to you then visit our Cyberspeak Glossary where most terms will be explained.
The Virtual Learning Centre is the place where we will initially deliver the majority of our courses. If you imagine LearnHousing as a building then the Virtual Learning Centre is the wing of the building where the training rooms are. Each course or workshop (or learning network) will have its own space within the Virtual Learning Centre, which is only accessible to registered learners and their tutors.
The Learning Management Software we use is called Moodle, and is an open source software used mainly by e-learning providers, including universities and colleges all over the world. We have chosen Moodle because it is very accessible for learners (even those working in organisations with firewalls in place), easy and intuitive to use, and it offers a range of activities that make e-learning effective AND enjoyable.
In the future we will also offer learning events and knowledge sharing opportunities using other online technologies, like real-time Webconferencing and application sharing solutions, which will sometimes be located outside the LearnHousing Virtual Learning Centre and provided via external links. Whatever the method of delivery - we will always make sure that the technology we use is accessible for participants.
What individual IT-experience and skills are required from participants?
No special expertise is required, other than the ability to use common software applications like word processing (e.g. Word) and spreadsheets (e.g. Excel), e-mail, and browse the Internet. During the registration process we will check with each course applicant that they have these skills. If there are skill gaps, we provide short tutorials to bring learners up to speed before the course, or in its early stages. We also provide a short and concise info-sheet, which helps learners to quickly navigate the Virtual Learning Environment. One of the tasks of the online tutor is to support learners in efficiently using the Web-based environment.
What technical set-up does the employer need to have in place?
 No special technical set-up is required for an employee to take part. The learner requires the use of a PC with Internet access. As some of the assignments may include Web-searches it is important that there is open access to the World Wide Web. However, each course manual includes guidance on this subject, which the learner is encouraged to discuss with their organisation’s IT-department, to avoid unpleasant technical surprises after the beginning of the course.
For some of the work a quiet space will be useful – if the organisation can provide a dedicated e-learning room or PC, then this will be helpful. However, other assignments require links to a learner's ongoing work, in which case access to their work files and other information is beneficial.
Some courses have elements like ‘synchronous chats’ that require accessibility from their company PC. We are aware that some company firewalls do not allow use of such technologies. Before a course starts, learners are provided with an IT-check-list for discussion with their IT-department. Depending on how many learners can take part in such synchronous activities they will go ahead or be replaced with alternatives. If there are problems we will make sure a dedicated IT-liaison specialist is available to discuss IT-matters with an organisation.
How much time does an e-learning course take, and how can the employer support the e-learner?
If employees go on a ‘traditional’ one-day training course they will usually be out of the office for a full day. That may cause extra work for colleagues and team-members, but at least the learner is safe from double pressure. E-learning on the other hand takes place AT the workplace, where all the work is still around! As part of the course will consist of learning online, or with downloaded material, or on assignments, e-learners are still in their offices, at their desks. Sometimes they may still be expected to do their usual work-load, or at least ‘fit in some work’, even if it is their ‘training slot’.
 Courses require an average of 3-4 hours ‘learning time’ per week. This consists of ‘PC time’ to visit the learning environment, interacting with peer-learners, communicating with the tutors, reading learning material, doing exercises and preparing assignments. Not all of this is ‘lonely’ as all courses encourage and expect the learner to actively interact with colleagues within their organisation as part of activities, assignments and to support individual learning.
It is therefore important that the learner’s manager is aware of the requirements of the course and its implications and effect on the work situation.
During the course the learner should be enabled to set aside the required number of hours for all elements of the learning experience and tasks. Colleagues and managers should be aware that they will be approached for information, clarification and support. Because of our approach of integrating e-learning with a learner’s everyday work situation it is an opportunity for the organisation to ‘learn’ with the course-participant and benefit from their access to expert knowledge and peer support.
None of the above will work if the learner is required to ‘find’ the time for the course; on top of their usual workload.
At the beginning of each course each participant will be provided with a ‘Manager’s info-sheet’ which outlines the course structure and what exercises and assignments are linked to the working environment and thus require support by colleagues and managers.
Does e-learning suit everybody?
As there are different learning styles as well as a range of e-learning approaches and methods, there is no straightforward answer to this question.
Those forms of e-learning that rely mainly on learners accessing information via the Web, or PC, and then learning on their own, are heavily dependent on factors like self-motivation, self-organisation, curiosity and drive.
Our e-learning approach is based on a more hands-on supportive style where human beings still interact and support other human beings. Although it is important to be motivated and determined to participate and learn within such an environment, there are support structures that enable any type of learner to benefit.
 As e-learning is largely structured around written information, and written exchange with tutors and fellow students, it suits those with an interest in written communication better than those who are auditory or verbal in their learning style. However, at the beginning of each course participants take a learning style test, so that the tutors are aware of who is a ‘natural fit’ and who may find the e-learning style more difficult. The latter group will receive special support and guidance, and we can also accommodate trends within a learning group through modifications of assignments. In any case the e-learning element is supplemented with factors that support the auditory and verbal learners, like telephone meetings.
If you want to know if e-learning suits your personally, then why not take our e-learning assessment quiz by clicking on this link.
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