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Ws 19
1.
2. Listen to the audio:
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3. Excuse me if I repeat myself
Leveraging learning models to
create courses that motivate and
engage to be
six steps to scoping and design
5. April 28 - Kineo Insights Web Panel (Will
Thalheimer and Vince Serritella)
May 13 - Kineo Insights: How Companies are
Getting the Most from Moodle
May 27 - Design Hour: Yawn-Proof your
eLearning without Busting the Bank
Register at: http://www.kineo.com/mykineo/
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Type Your
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9. Excuse me if I repeat myself
Leveraging learning models to
create courses that motivate and
engageto be
six steps to scoping and design
10. Poll: What kinds of content do you mostly
create as eLearning?
•Policies, processes and procedures
•Technical skills
•Soft skills (e.g., leadership and
communication skills)
•Systems skills
13. Learning models: what do we mean?
• Patterns consisting of sequences of interactions
• Flexible across a range of subject matter areas
• Can accelerate scripting and development
consistent structure, reusable approaches
• Can help the learner accelerate for same reason
16. [
Model
Knowledge and skill
builder model
Scenario model
Systems training model
Best for...
Systematic knowledge
building and getting
learners to demonstrate
understanding – a more
traditionally didactic
model (i.e., tell and test)
Suitable for…
•Technical
•Policies, processes and
procedures
•Induction
17. [
Model
Knowledge and skill
builder model
Scenario model
Systems training model
Best for...
Suitable for…
Systematic knowledge
building and getting
learners to demonstrate
understanding – a more
traditionally didactic
model (i.e., tell and test)
•Technical
Applying learning in
context and through
mistakes, strong
connection with
workplace practice – a
more inductive learning
model (i.e., test and tell)
•Technical
•Policies, processes and
procedures
•Induction
•Policies, processes and
procedures
•Decision-making
•Soft skills
18. [
Model
Knowledge and skill
builder model
Scenario model
Systems training model
Best for...
Suitable for…
Systematic knowledge
building and getting
learners to demonstrate
understanding – a more
traditionally didactic
model (i.e., tell and test)
•Technical
Applying learning in
context and through
mistakes, strong
connection with
workplace practice – a
more inductive learning
model (i.e., test and tell)
•Technical
Show Me, Try It, Test Me
simulations
•Policies, processes and
procedures
•Induction
•Policies, processes and
procedures
•Decision-making
•Soft skills
•Systems skills
44. Poll:
Are you using scenarios in your current
eLearning designs?
-Yes!
-Sometimes. But they are a lot of work and
expensive.
-No. They are a lot of work and really
expensive.
-No. Scenarios would never work for our
content.
-Scenarios? What are those?
45. How do we learn anything?
•
•
•
•
•
We want to achieve something
We try an approach
We make mistakes
We learn from the mistakes (hopefully)
We try it differently next time
46. Goal based scenarios follow natural learning
Story from an
experienced
salesperson
Link to tutorial on how
to open a sales call
properly
I have a goal: make a sale
Consequence: They shut me up
Feedback explains why product spiel
is bad
I have info on
customer needs,
my products, etc
They ask a
question about
why we’re
different – I go on
(and on) about
our products
48. Key elements for good scenarios
• What point of view should you take? 1st person
or 3rd person?
• How realistic should you make it?
• How many levels of branching should you use?
• Need for plausible mistakes/critical errors
• When and how do you give feedback (at the end
or during the scenario?)
• How can you use stories to illustrate
49.
50.
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52.
53.
54.
55.
56.
57.
58.
59.
60.
61. Poll:
I learned something new today that I think I’ll
try out on my next project!
-Yes!
-No. I knew all of this already.
-Maybe. But I need to know more.
64. April 28 - Kineo Insights Web Panel (Will
Thalheimer and Vince Serritella)
May 13 - Kineo Insights: How Companies are
Getting the Most from Moodle
May 27 - Design Hour: Yawn-Proof your
eLearning without Busting the Bank
Register at: http://www.kineo.com/mykineo/
Started in 2005, now 60+ staff, $10M RevenueOffices in Boston, Chicago, (U.S.)Brighton, Sheffield (U.K.)Israel2008 WinnersUS blended learning solution of the yearUK e-learning company of the yearUK rapid e-learning awards
We can broadly categorizse learning into these content types:Application of policies, processes and procedures Application of technical skillsApplication of soft skills (e.g. leadership and communication skills)Application of systems skillsWe can also categorize learners into:Low or no proficiency / prior knowledge in the subject matterAlready some proficiency or prior knowledge
Today: An approach that you can apply to probably 90% of your training needs.It’s not about splatting paint on a wall, but we will take a look at one model that can meet probably 90% of your eLearning design needs.
Learning models are patterns of interactions and activities to ensure any learning you create is effective. Using a learning model when developing rapid e-learning allows you to accelerate your writing and development by giving you a repeatable structure to follow. It can also accelerate the learner’s experience as it gives them a repeated structure. Learning models are good for inexperienced designers to follow and provide a consistent approach if you have a number of designers on one large project
Your work should be guided by the principles of what works for adult learning: Goal-oriented: Be clear that the learning will enable them to achieve a specific goal or objective. Relevancy-oriented: To engage, be relevant. The task at hand is the most important and the context is work-related. Practical: Focused on what is most useful to them in their work, and include opportunities to practice and apply learning on the job. Uses stories: Stories are excellent for taking others’ experience and packaging it to root itself in the memory more deeply than facts and procedures. (N.B. This is not relevant for systems training !) Should we refer to learning instead of training?
Today we’re going to focus on knowledge and skill builder and will look more closely at scenarios in a future session.Will this be
Today we’re going to focus on knowledge and skill builder and will look more closely at scenarios in a future session.Will this be
Today we’re going to focus on knowledge and skill builder and will look more closely at scenarios in a future session.Will this be
Today we’re going to focus on knowledge and skill builder and will look more closely at scenarios in a future session.Will this be
Probably works for about 90% of what you’re doing with training!This approach provides a simple structured learning sequence suitable for:Application of policies and procedures Application of technical skillsApplication of soft skills (e.g. leadership and communication skills)
What design works most of the time? CAN YOU REMOVE THE FINAL ARROW AS IT IS NOT A CONTINOUS CYCLE – I HAVE NEVER BEEN ABLE TO DO THIS. PERHAPS JUST A WHIT BOX OVERLAID
As a first screen, it’s a very good attention grabber...
A demo...Wish you were here...about the vacation policy – the surprise is that if you don’t go on holiday, it suggests you’re up to no good. They want you to take vacations so they engatge you upfront.
From treating customers directly:If you’ve got outcomes, do them in a salesy way (not a boring objective kind of way).
Set direction via a menu. By using really clear wording – take it in, etc. The menu sets the direction for the whole program.
Effective menus to tell you where you’re going...
There’s informative and then there’s an information dump...
Presenting info –Step by step animation
Advertising style strong animated sequences...
Explore through videos....
Exemplify and pracitce – play with the information – and practice.
Introduce some case studies...
Exploring and practicing...knowledge checks are built in as you go through the material. 4. questions for the learner to help consolidate the information themselves – internalize.
Reflection – using questions to reflect.The 4 is the thing not to cut...45 secs per question...
This is now for the organization (really) – not that many learners really want to know that they got 8 out of 10, but the org wants to know.
Summary screen – tell ‘em what you told ‘em.
What’s the final call to action – what was the point of the whole thing in the first place. What do you need to go out and do.
Support the links and who you can talk to. Where can you go when you need more?
When should you use ‘em?
The Goal-based scenario model componentsCAN YOU REMOVE THE FINAL ARROW AS IT IS NOT A CONTINOUS CYCLE
Simple scenarios with no branching
Paul mithcell scenariosBarclays “stories”
If we can, we can try to go out to the real thing and show the sceanrio interaction.
Tier 1 question – the set up –
Tier 2 of the questions --yes, that’s right, but why…
For a more realistic simulation of consequences you might need to create a true branching experience. A great way to create the blur of reality. This example includes a rating or scale…you can see reactions in “real time”This type of scenario best used when you think consequences are a crucial part of the learning, where it’s critical to feel the consequence of your mistakes.If someone thinks, “But I wouldn’t do that..”
Steve – go off to My Kineo here and show where the resources are – rapid guide, stakeholder excel spreadsheet, the forum.We should put a scoping template up on My Kineo to help them get started…
