Presentedby Jen Milner [email protected] http ...€¦ · eLearning can be flexible,...
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Transcript of Presentedby Jen Milner [email protected] http ...€¦ · eLearning can be flexible,...
eLearning can be flexible, convenient, scalable, consistent, and designed to meet user needs.
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But many users don’t like eLearning.
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When people are asked how they prefer to learn in the workplace, eLearning comes in below meetings and memos.
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This is a big a problem because eLearning is becoming more common, and we need to do better.
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We’ll look at some resources and tips that can help us make better eLearning.
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Source: http://blog.cathy‐moore.com/2013/05/is‐training‐really‐the‐answer‐ask‐the‐flowchart/
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Source: http://blog.cathy‐moore.com/2013/05/is‐training‐really‐the‐answer‐ask‐the‐flowchart/
It’s important to take a close look at your goals and content. We often try to cram content into eLearning that might be better presented in another way.
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Source: http://blog.cathy‐moore.com/2013/05/is‐training‐really‐the‐answer‐ask‐the‐flowchart/
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Source: http://blog.cathy‐moore.com/2013/05/is‐training‐really‐the‐answer‐ask‐the‐flowchart/
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Source: http://blog.cathy‐moore.com/2013/05/is‐training‐really‐the‐answer‐ask‐the‐flowchart/
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Look at several requests and see what questions you would ask to determine the appropriate approach.
In this example, clarify the business goals and focus on what learners need to be able to do to meet that goal.
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In this example, submitting and tracking issues hopefully isn’t something that learners need to do everyday and is a simple process. Another approach is probably best here.
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If this is something the support team does as a central part of their jobs, eLearning could give them opportunities to work through common scenarios and practice the tasks they need to complete in the portal.
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For a busy audience like ER staff, it’s especially important to keep courses targeted and concise. How do these guidelines tie to our goals, and how do they impact what learners do on the job?
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If this is something admins do regularly, eLearning could give them opportunities to practice the steps for creating reports and explore some common examples.
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Is this something admins need to memorize? If not, consider another approach, such as a job aid. We could introduce admins to it if we create the course requested on the previous slide.
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Now that we’ve identified projects appropriate for eLearning, what limitations are we likely to face as we move forward with development?
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One that we often ignore is our own capacity to learn.
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Source: Clark, Ruth Colvin. Evidence‐Based Training Methods: A Guide for Training Professionals. Alexandria, VA: ATD Press, 2015.
This book is available from ATD: https://www.td.org/Publications/Books/Evidence‐Based‐Training‐Methods‐2
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Source: Clark, Ruth Colvin. Evidence‐Based Training Methods: A Guide for Training Professionals. Alexandria, VA: ATD Press, 2015. Print.
Have you learned something new recently? How did it feel? Long‐term memory has a huge capacity for information. During learning, processing in working memory produces new or expanded patterns in long‐term memory, which can be brought back into working memory when needed. Any task repeated hundreds of times becomes hardwired into long‐term memory (automaticity), and automatic tasks can be performed with little or no working memory. This allows experts to save working memory for problem solving, multitasking, more complex tasks, etc.
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Source: Clark, Ruth Colvin. Evidence‐Based Training Methods: A Guide for Training Professionals. Alexandria, VA: ATD Press, 2015. Print.
Until we get our learners to expert status, we need to focus on working memory.
• Working memory is where conscious thought takes place, including problem solving, thinking, and learning.
• When active, the memory capacity of working memory is about three to five chunks of information.
• Working memory has separate systems for storage of visual and auditory data. • When you read a concrete word (flower), you are likely to process it in two ways:
phonetically and as the image that forms in your mind.• When you read an abstract word (moral), it’s not as easy visualize. • Words that you encode two ways are easier to remember.
We overload working memory with too much content, unfamiliar terms, lengthy lectures, etc.
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Source: Clark, Ruth Colvin. Evidence‐Based Training Methods: A Guide for Training Professionals. Alexandria, VA: ATD Press, 2015. Print.
When intrinsic load is high, do everything you can to reduce extrinsic cognitive load and promote germane cognitive load.
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Source: Clark, Ruth Colvin. Evidence‐Based Training Methods: A Guide for Training Professionals. Alexandria, VA: ATD Press, 2015. Print.
Ruth Clark has a number of tips for creating better eLearning based on research, but a better way to explore them is by looking at an example.
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This is a course developed for medical staff on using a new program to triage patients coming into the ER.
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Make training personable with a conversational tone: first and second person, polite phrases, voice quality, instructors as hosts, narrative writing approach, social engagement, etc.
Promote deeper learning by adding visuals to text.Minimize visuals extraneous to the instructional goal added for interest or entertainment –especially visuals that interrupt the instructional message.
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Learners explore the steps for completing patient triage in the system. Narration provides a description, and key points are shown with a screenshot from the system.
Keep explanations concise; use just enough words to present content. Explain visuals with audio narration rather than text to maximize learning. Align text close to the relevant portion of the visual; at a minimum keep visuals and text visually accessible on the same spread or screen.
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Next learners explore the whole triage screen. What’s wrong with this slide? It’s overwhelming, and there are too many items.
Do not add words in any format to a self‐explanatory visual. Segment content into smaller chunks that can be accessed by the learner at their preferred pace.
While learners can explore the field explanations here at their own pace, it’s unlikely that they will. It would have been better to split this into sections, and then have learners explore each section.
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Next the narration walks learners through triaging a patient in the system. Learners complete the steps with guidance and explanation.
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Incorporate examples and models, especially for novices. Make your examples and models interactive.
For routine tasks, create demonstrations that mirror the context of the workplace. For strategic tasks, use two or more worked examples that reflect the same guidelines but vary regarding surface features/context.
Save time and improve learning by replacing practice exercises with worked examples.A worked example is a demonstration that illustrates a specific instance of the steps the learner must take to complete a task or solve a problem.Examples led to better learning than all practice, same as example‐practice pairs version. Working memory gets tied up working problems; there is little capacity left for learning.
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The course ends with a multiple choice question on the course content. What’s wrong with this approach?
Incorporate the context of the job to build practice exercises that require application rather than recall of content. Distribute practice within your lessons and throughout your course rather than lumping them together.
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The feedback on this slide is also a missed opportunity.
Provide detailed task‐specific feedback to practice exercises that explains why a response is correct or incorrect.
For procedural tasks, step by step feedback is generally better than end‐of‐problem feedback.
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When developing eLearning, keep the following tips in mind.
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Loading a course on your LMS is not enough to engage learners. Think about how you’re using your LMS and how you’re marketing your courses.
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Source: “Driving the Consumption of L&D Solutions.” CEB L&D Leadership Council. 2013.
Create a central location or portal with all relevant learning solutions.
• Organize Solutions Around Key Employee Demographics—to help employees access resources when they need them, organize L&D solutions around key employee demographics.
• Compile Solutions in One Location— instead of having multiple locations for solutions, create one central hub for all L&D solutions.
• Eliminate Outdated and Unnecessary Material—not all L&D solutions are still relevant to daily workflows, find and eliminate outdated or unhelpful learning solutions.
• Monitor L&D Solution Consumption to Reorganize Solutions As Needed—don’t just rely on user feedback, also use the portal data to identify the most used solutions and track changing learner needs.
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The learning ecosystem approach can help you figure out what to include in your central hub:• Performance Support: Job aids and other resources to get job done• Knowledge Management: Easy access to product information• Access to Experts: Consult with experts to resolve issues• Social Networking: Share information and insights with other users• Structured Learning: Access eLearning courses and webinars• HR: Access to HR policies and contacts
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On our LMS, we’ve been working to organize courses into programs based on roles. We can’t move some of the elements of our learning ecosystem to the LMS (documentation, support, etc.), but we can list available resources and provide links and instructions for access.
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Source: Tauber, Todd. “3 Marketing Lessons for Learning & Development.” Bersin by Deloitte. 2014.
Next think about how you’ll market your course to learners and other key stakeholders.
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Source: Tauber, Todd. “3 Marketing Lessons for Learning & Development.” Bersin by Deloitte. 2014.
It takes dozens of impressions to convert prospects into customers and great experiences to turn them into advocates.
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This is an example of a rollout for our Computer‐Assisted Coding product.
For the pilot:• We enrolled several hundred employees working on product implementations in the
eLearning courses.• Business owners did a series of presentations to our trainers and implementation teams.
Many of them identified other product users who might be interested. • We did an email blast to employees working on product implementations in the courses
and their managers. It got forwarded to other teams who requested access, which resulted in three to four times the number of completions we expected initially.
For the external release:• We enrolled external users in the eLearning courses. • We timed an email blast to a product release with a number of new features. • We provided trainers and implementation teams with a process for enrolling users and
materials to promote the eLearning.
For the ICD‐10 rollout: • We knew this would be a big need for our users, so we proactively developed courses on
ICD‐10 functionality in the product.• We did a series of email blasts starting several months before the ICD‐10 deadline.
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