Book Review
The Web Learning Fieldbook: Using the World Wide Web to Build Workplace Learning Environments

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.