Getting people to do the right thing at the right time. This theme was stressed at the goal of successful learning programs. During the seminar many examples and samples were discussed and critiqued. Some of the key ingredients of designs:
- Learner motivation (more involvement, easier to use, etc.)
"You cannot learn when you are bored" - Instructional interactivity (not to be confused with computer or tool interactivity)
- Content structure & sequence
- Navigation
- Learner interface
Instructional interactivity: Challenge (stimulus to act or focus), Context (to set up the challenge), Activity (physcial response to the challenge) and Feedback (reflection of the effectiveness of the learner's action).
Challenge - Should be able to be stated in 8 words or less (could be module name) the hook
Context - framework and conditions or "setting" (graphics, story line, etc.)
Activity - test of learner's understanding
Feedback - provide instructive response to activity, able learner to redo, frank & honest
*Learner-centric instead of content-centric
- known to unknown
- misceonceptions to latest techniques
- goal decomposition
* No neutral learning experiences...either good or bad.
Learner motivation: Magic keys to making learning experience compelling, engaging and motivating. Normally, try to apply 2-3 of these in e-Learning design.
- Anticipated outcomes - what's important to the learner as result of doing the right thing at the right time (pay, power, self-esteem, freedom or success)
- Risk - achievable level of challenge with risk of losing something (not too high)
- Content - challenging with real value not already known to learner (WIIFM)
- Context - appealing, relevant, novel, suspenseful, intriguing and attractive
- Multistep tasks - real world experiences of many tasks for positive outcome
- Intrinsic feedback - ability to determine success internally, contingent on performance without the need for external or didactic comment
- Delay Judgment - assessing validity of each step robs the learner of self assessment or evaluation
Navigation: Learners need to know the following (similar to using a book/manual).
- Where am I in the course (let learners see where they are)
- How long is the course (let learners see the boundaries of their universe)
- What is in it (let learners see how content is organized)
- Let me see that again (let learners back up)
- Let learners correct themselves
Basic design rules:
- Consistency in navigation, activities, flow and layouts
- Avoid more than (3) font styles and sizes
- Adequate white space
- Maximize learning area
- Top-down and left-right sequencing
- Not too much branding
- Emphasize HELP features
- Use effects to draw attention to important things
- Left justify text
- Use narrow blocks of text
Design & Content: Focus on performance and learner. Is training needed? Can a job aid suffice? Differences between educational needs and training needs. Online knowledge and informaiton.
What must be verified for successful training:
- Performer compentency is the problem
- Good performance is possible
- Incentives exist for good performance
- Good performance is not penalized
- Essential resources and culture for learning development and delivery are available
The Savvy Process
- Iterative design
- Rapid prototyping
- Typical user testing - users who have just completed
- Model based production - consistency - modular - templates
- Consistent team - keep same members for ownership and communication advantages
- Breadth-overbreadth - define all of the pieces of the puzzle before bread boarding
Notes:
"Instructional design never ends...it juts stops." - Michael Allen
Find a learning champion
Create dissatisfaction with the status quo
Learn about the business of your business
Create a teachlet as sample
Accounting 101: where does training fit?
Games: You don't know Jack, Life-tough
Links: halfbakedsoftware.com
books: "e-learning fieldbook" & "Made to stick" - Chip Heath
Tools: Lectora, Articulate, Audacity (vo), Captivate, InfoPak, Elluminate, SABA
LMS: SABA, GEO, Moodle
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