First generation e-learning uses the internet and web-based technology to deliver conventional educational products and services -- such as textbooks, articles, training courses, lessons and workshops -- in a new way.
Many 'first-generation' applications are technically unsophisticated in that they just put vast scrolls of text or slide presentations online, allowing the learner to scroll the content messages that the authors wish to deliver through the internet.
Other 'first-generation' applications are technically very sophisticated, incorporating a high degree of interactivity, animation, streamed video, multiple choice learning assessment, and video-game-style simulations where learners are expected to progress through various lessons, or levels of learning, until they are able to demonstrate pre-defined competence according to the testing systems built into the learning modules.
The common feature between these low-tech and hi-tech 'first-generation' approaches rests in the underlying learning design, which basically puts the instructor in control of the whole learning process. They are based on a traditional classroom model. Learners have to follow a predetermined learning path -- usually linear -- though technically sophisticated case studies and simulations may also allow 'trial and error' learner decisions that permit detours until you find the 'correct' or required path, or are told that you have failed and need to start again. The instructional model is based on the idea that there are correct answers, with assessment systems to show whether you pass the competence test and have been successful in your learning.
This traditional approach can be extremely effective for delivering expert knowledge and technical training, especially when there ARE right or wrong answers which the learner needs to understand. It is not so effective for education, training and development in 'soft skill' areas where the answers to pre-determined questions depend on the detailed nature of the problems that have to be addressed, or the contexts in which the skill or lesson being learned is to be applied.
'Second-generation' e-learning seeks to put the learner in control of the learning. It is based on an adult education model, providing learning resources that the learner can navigate at will to achieve their personal learning objectives. Think of a learning ecology as opposed to a library. The 'second-generation' approach provides a network of interconnected learning opportunities rather than a library of separate online texts and courses. This allows learners to integrate all their learning around personal or organizational learning objectives -- such as improved competence and job performance -- by drilling down to exactly the kind of learning they need, when they need it.
As with the 'first-generation' approach, 'second-generation' e-learning can be text based, consisting of granular messages that have been specially designed with non-linear learning and interconnectivity in mind. Or they can be highly interactive in terms of animation and visual interface, with lots of technical bells and whistles.
The key difference between 'first' and 'second-generation' systems rests in fundamental design. To create a 'second-generation' 'learner in control' environment, all the content, learning experiences, and underlying technology -- including the learning management system and methods of assessment -- have to be configured to allow free-flow learning, driven by learner needs. The design has to allow and encourage learners to pursue multiple learning paths, while recognizing that many learners may also demand a lot of structure and support along the way. The detailed content and learning system must be configured for flexible, self-directed learning. Content must be capable of being combined and recombined in different formats to meet different learning objectives -- not forced into a linear course-based model with predetermined structure.
The 'second-generation' approach is also based on the premise that a vast amount of learning -- especially that relating to soft skill competence development needs to be context-based. As is well known, the application of knowledge in soft skill areas such as leadership and management, usually needs to be modified according to the details of the actual situation being faced. The right advice in one situation may be the wrong advice in another. Since it is impossible to specify the details of every situation in which the learning is to be applied, 'second-generation' systems encourage the learner to bring the context to the learning. They tap the interactive power of web technology to help learners reflect on what is being learned and think about its relevance in terms of the situation to which it is to be applied. In line with this reflective learning philosophy, 'second-generation' learning systems favor performance-based approaches to assessment instead of trying to measure learning according to scores on predetermined tests. They adopt a 'performance learning' principle focusing on practical impact (e.g. evidence of improved skill or work performance) as opposed to a 'compliance learning' principle (you failed or passed the test).
If you or your organization is primarily interested in e-learning to provide technical training, or to ensure successful compliance-based learning for regulatory purposes, a 'first-generation' approach will likely serve your immediate needs very well. If you are interested in using e-learning as a source of new competitive advantage -- e.g. by developing the capacities of individuals and teams with a view to improved performance, innovation and general agility -- you need to use a 'second-generation' approach for those purposes. It is crucial that your learning management system allows this kind of flexibility. Hence, in developing your e-learning strategy and considering any purchase of a learning management system be sure to ask whether the system being considered can self-organize around your specific performance support needs. Many learning management systems do not allow this flexibility because they operate on 'first-generation' learning principles and can only work with content suppliers that fit this model. Learning management system decisions can create a 'lock out' problem, severely constraining what you can do from a 'second-generation' performance learning perspective.
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