Learning models

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Slides from an online presentation through MyKineo on April 1, 2010. No foolin', really.

Slides from an online presentation through MyKineo on April 1, 2010. No foolin', really.

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  • Steve
  • 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…
  • Contact us!

Transcript

  • 1.
  • 2. Listen to the audio:
    Canada: 416-800-9293
    United Kingdom: +44 (0) 161 660 8220
    United States: +1 516 453 0014
    Access Code: 549-800-542
    Audio PIN: Shown after joining the Webinar
    Webinar ID: 281-269-289
    System Requirements:
    Windows® Vista, XP Pro, XP Home, 2003 Server, 2000, 2000 Server
    Mac OS® X 10.4 (Tiger®) or newer
  • 3. Excuse me if I repeatmyself
    Leveraging learning models to create courses that motivate and engageto be
    six steps to scoping and design
  • 4. What we do:
  • 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/
  • 6. www.kineo.com/mykineo
  • 7.
  • 8. Join the conversation (we can’t hear you, but we can read!)
    Type Your Questions Here
    http://meetingwords.com/7r8DcWNo0D
    or
  • 9. Excuse me if I repeatmyself
    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
    • 11. Technical skills
    • 12. Soft skills (e.g., leadership and communication skills)
    • 13. Systems skills
  • 14. What is a learning model?
  • 15. 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. Guiding Principles of Design
    Goal-oriented
    Relevant
    Practical
    Uses stories
  • 17.  [
  • 18.  [
  • 19.  [
  • 20.  [
  • 21. Knowledge and Skill Buildera.k.a. “tutorial”
  • 22.
  • 23. Get attention
  • 24. Get attention
  • 25.
  • 26. Set direction
  • 27. Set direction
  • 28. Set direction
  • 29.
  • 30. Present information
  • 31. Present information
  • 32. Present information
  • 33.
  • 34. Exemplify and practice
  • 35. Exemplify and practice
  • 36. Exemplify and practice
  • 37. Exemplify and practice
  • 38. Exemplify and practice
  • 39.
  • 40. Assess
  • 41. Summarize
  • 42.
  • 43. Action
  • 44. Support
  • 45. Scenarios
  • 46. Poll:
    Are you using scenarios in your current eLearning designs?
    • Yes!
    • 47. Sometimes. But they are a lot of work and expensive.
    • 48. No. They are a lot of work and really expensive.
    • 49. No. Scenarios would never work for our content.
    • 50. Scenarios? What are those?
  • 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
  • 51. Goal based scenarios follow natural learning
  • 52.
  • 53. 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
  • 54.
  • 55.
  • 56.
  • 57.
  • 58.
  • 59.
  • 60.
  • 61.
  • 62.
  • 63.
  • 64.
  • 65.
  • 66. Poll:
    I learned something new today that I think I’ll try out on my next project!
    • Yes!
    • 67. No. I knew all of this already.
    • 68. Maybe. But I need to know more.
  • www.kineo.com/mykineo
  • 69.
  • 70. 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/
  • 71. steve.lowenthal@kineo.com
    cammy.bean@kineo.com
    mark.harrison@kineo.com