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Does your training engage or enrage
your health & care staff?
July 2016
Presenters:
Claire Lavin
(claire.lavin@learningseat.com)
Marc Niemes
(marc.niemes@healthxn.com)
What are we talking
about today?
Overview
• Key principles
• Q & A
Claire Lavin
Product Manager and
Instructional Designer
1 Tell a story
3 Keep it relevant
5 Prompt decision making
2 Keep it simple
Key principles
4 Make it personal
1 Tell a story
3 Keep it relevant
5 Prompt decision making
2 Keep it simple
Key principles
4 Make it personal
Tell a story: The background
‘Stories function as a sense-making device.’
- Caminotti et al. 2012
‘In literary fiction, the incompleteness of the characters turns your mind to trying to
understand the minds of others.’
- Kidd et al. 2013
Storytelling in e-learning leads to ‘higher perceived levels of attention, relevance,
confidence, satisfaction, motivation.’
- Hirumi et al. 2012
Tell a story: Applying it
• Scenarios
• Narrative arcs
• Character viewpoints
• Multi-faceted characters
• Dialogue.
Does Your E-learning Enrage or Engage Your Staff?
1 Tell a story
3 Keep it relevant
5 Prompt decision making
2 Keep it simple
Key e-learning principles
4 Make it personal
Keep it simple: The background
Extraneous material ‘distracts, disrupts and seduces.’
- Harp and Mayer 1998
The coherence principle means ‘avoiding adding any material that does not support the
instructional goal.’
- Clark and Mayer 2011
‘Extraneous cognitive load … it is the delivery that is causing a problem.’
- Sweller et al 2001
Keep it simple: Applying it
• Minimise text
• Use uncluttered visual design
• Eliminate extraneous audio and visuals.
Does Your E-learning Enrage or Engage Your Staff?
1 Tell a story
3 Keep it relevant
5 Prompt decision making
2 Keep it simple
Key e-learning principles
4 Make it personal
Keep it relevant: The background
‘Learners construct their own reality or at least interpret it based upon their perceptions
and experiences, so an individual’s knowledge is a function of one’s prior experiences,
mental structures, and beliefs that are used to interpret objects and events.’
- Jonnasson, 1991
‘Learning should be situated in realistic settings; testing should be integrated with the task
and not a separate activity.’
- Merrill 2006
‘The right content is less than you think it is … and is relevant to learners.’
- Dirksen 2012
Keep it relevant: Applying it
• Mimic the work environment
• Create real-world situations and challenges.
Does Your E-learning Enrage or Engage Your Staff?
Does Your E-learning Enrage or Engage Your Staff?
1 Tell a story
3 Keep it relevant
5 Prompt decision making
2 Keep it simple
Key e-learning principles
4 Make it personal
Make it personal: The background
‘Humans strive to make sense of presented material by applying appropriate
cognitive processes.’
- Clark et al. 2001
‘People work harder to understand material when they feel they are in
conversation with a partner.’
- Beck et al. 1996
Make it personal: Applying it
• Be conversational
• Use characters and facilitators
• Use emotion.
Does Your E-learning Enrage or Engage Your Staff?
Does Your E-learning Enrage or Engage Your Staff?
1 Tell a story
3 Keep it relevant
5 Prompt decision making
2 Keep it simple
Key e-learning principles
4 Make it personal
Prompt decision making: The background
‘You get the best details by observing people in their actual environments.’
- Dirksen 2012
‘The learner assumes the role of an actor responding to a work realistic
assignment or challenge, which in turn responds to reflect the learner’s choices.’
- Clark 2013
Prompt decision making: Applying it
• A character (learner) faces a realistic decision
• Learner makes the decision
• Learners receives feedback, and sees the consequences of their decision
Does Your E-learning Enrage or Engage Your Staff?
Does Your E-learning Enrage or Engage Your Staff?
Does Your E-learning Enrage or Engage Your Staff?
1 Tell a story
3 Keep it relevant
5 Prompt decision making
2 Keep it simple
Recap: Key principles
4 Make it personal
Final Q & A

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Does Your E-learning Enrage or Engage Your Staff?

  • 1. Does your training engage or enrage your health & care staff? July 2016 Presenters: Claire Lavin (claire.lavin@learningseat.com) Marc Niemes (marc.niemes@healthxn.com)
  • 2. What are we talking about today?
  • 4. Claire Lavin Product Manager and Instructional Designer
  • 5. 1 Tell a story 3 Keep it relevant 5 Prompt decision making 2 Keep it simple Key principles 4 Make it personal
  • 6. 1 Tell a story 3 Keep it relevant 5 Prompt decision making 2 Keep it simple Key principles 4 Make it personal
  • 7. Tell a story: The background ‘Stories function as a sense-making device.’ - Caminotti et al. 2012 ‘In literary fiction, the incompleteness of the characters turns your mind to trying to understand the minds of others.’ - Kidd et al. 2013 Storytelling in e-learning leads to ‘higher perceived levels of attention, relevance, confidence, satisfaction, motivation.’ - Hirumi et al. 2012
  • 8. Tell a story: Applying it • Scenarios • Narrative arcs • Character viewpoints • Multi-faceted characters • Dialogue.
  • 10. 1 Tell a story 3 Keep it relevant 5 Prompt decision making 2 Keep it simple Key e-learning principles 4 Make it personal
  • 11. Keep it simple: The background Extraneous material ‘distracts, disrupts and seduces.’ - Harp and Mayer 1998 The coherence principle means ‘avoiding adding any material that does not support the instructional goal.’ - Clark and Mayer 2011 ‘Extraneous cognitive load … it is the delivery that is causing a problem.’ - Sweller et al 2001
  • 12. Keep it simple: Applying it • Minimise text • Use uncluttered visual design • Eliminate extraneous audio and visuals.
  • 14. 1 Tell a story 3 Keep it relevant 5 Prompt decision making 2 Keep it simple Key e-learning principles 4 Make it personal
  • 15. Keep it relevant: The background ‘Learners construct their own reality or at least interpret it based upon their perceptions and experiences, so an individual’s knowledge is a function of one’s prior experiences, mental structures, and beliefs that are used to interpret objects and events.’ - Jonnasson, 1991 ‘Learning should be situated in realistic settings; testing should be integrated with the task and not a separate activity.’ - Merrill 2006 ‘The right content is less than you think it is … and is relevant to learners.’ - Dirksen 2012
  • 16. Keep it relevant: Applying it • Mimic the work environment • Create real-world situations and challenges.
  • 19. 1 Tell a story 3 Keep it relevant 5 Prompt decision making 2 Keep it simple Key e-learning principles 4 Make it personal
  • 20. Make it personal: The background ‘Humans strive to make sense of presented material by applying appropriate cognitive processes.’ - Clark et al. 2001 ‘People work harder to understand material when they feel they are in conversation with a partner.’ - Beck et al. 1996
  • 21. Make it personal: Applying it • Be conversational • Use characters and facilitators • Use emotion.
  • 24. 1 Tell a story 3 Keep it relevant 5 Prompt decision making 2 Keep it simple Key e-learning principles 4 Make it personal
  • 25. Prompt decision making: The background ‘You get the best details by observing people in their actual environments.’ - Dirksen 2012 ‘The learner assumes the role of an actor responding to a work realistic assignment or challenge, which in turn responds to reflect the learner’s choices.’ - Clark 2013
  • 26. Prompt decision making: Applying it • A character (learner) faces a realistic decision • Learner makes the decision • Learners receives feedback, and sees the consequences of their decision
  • 30. 1 Tell a story 3 Keep it relevant 5 Prompt decision making 2 Keep it simple Recap: Key principles 4 Make it personal

Editor's Notes

  1. To summarise, here are the 4 key visual design principles for better elearning
  2. To summarise, here are the 4 key visual design principles for better elearning
  3. To summarise, here are the 4 key visual design principles for better elearning
  4. To summarise, here are the 4 key visual design principles for better elearning
  5. To summarise, here are the 4 key visual design principles for better elearning
  6. To summarise, here are the 4 key visual design principles for better elearning
  7. To summarise, here are the 4 key visual design principles for better elearning
  8. To summarise, here are the 4 key visual design principles for better elearning
  9. To summarise, here are the 4 key visual design principles for better elearning