Mit elearning design workshop day


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Slides from a daylong workshop at MIT for internal elearning designers.

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  • Those of us who work as a one-person eLearning shop have a bit of a challenge – somehow you need to represent all of these pie slices. If you can do that all really well – you’re some kind of superhero. If not then you may be falling flat in some way OR you’re getting help from outside of your organization – getting the input of external experts to help you fill out those other pie pieces.Photo credit: - PackshotCreator - 3D print - ZPrinter - Super hero
  • Now very often, an eLearning initiative looks like this – and this is in the one-person shops and the larger shops as well -- it’s the e and the Learning part of the equation. But it falls flat because it’s missing the creative touch and a clear connection back to the business objective. And some pieces might be just the creative and technology trying to pass as eLearning – but then it’s really something else entirely…
  • Everyone has a shared understanding of the necessary steps required in creating a quality project and is aware of their own role and responsibilities, along with those of their colleaguesAlso, its a bloody confusing if you don't know it inside out so I find people benefit from having a reference In summary, the various checks and balances that the process has ensures that the client recieves something which is fit for purpose
  • Step 2. Who is the learner and what do you want the learner to be able to DO? Expert/noviceCathy Moore Action Mapping
  • Select your approach:PresentationLearn & ApplyScenario-basedKnowledge & Skill BuilderGameQuick hits reinforcement or refresher
  • 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?
  • Ask provocative questions – turn things around in a surprising way. Rattle expectations a bit…Learn from the marketing team – strong visuals and text to hook the learner to application share... a first screen, it’s a very good attention grabber...Ask provocotavie questions.on grabber...
  • 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?
  • 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)
  • So what are some ways to focus attention and minimize distractions in what is inherently a passive experience (elearning)
  • Get the learner to sit up – make them DO something right away. Get straight into the action. Ask questions – this focuses the learner’s attention on what they don’t know – and presumably what you’re going to cover in the programFind the killer fact, stat, or quoteLead with a killer mistakeSome mistakes make such an impact on business performance that it’s worth highlighting them upfront to the learner. For example: “Did you know that 40% of our customers go elsewhere for services they would happily buy from us if they know we offered them?”
  • We’ve all been handed a lengthy PPT or dry source content to start from.
  • What We DidA 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.This also shows you what can go wrong – what happens when you don’t follow the policy? Peer pressure – everyone’s doing – these success stories show how people who’ve mastered this learning are now benefiting from it.(Some clients have told us, “people are bored with that risk thing – we see it in all of the compliance courses…” The peer pressure approach can be a good alternative. Or perhaps the utopian ideal if we all learn this…e.g. BIW scenario “In the ideal workplace…”)Tell a story – show the risk (Michael Allen’s famous plane crash example, which has now entered into the annals of eLearning legend. Who’s heard of it? Who’s actually seen the presentation? Who’s actually seen that eLearning?Can I show this demo – or just screen capture? (I could mask the screen capture...)all my points made at the elearning guild still stand though - got good reactions when they put it in front of target audience as a potential approach.[5:29:25 PM] Stephen Walsh: and the HR dept were nervous about the approach etc.
  • Most learners click NEXT on this slide.
  • BP continuous improvement – unconventional way of setting out what the module is about – AD and messages working together, it’s about a journey to improvement
  • Set direction via a menu. By using really clear wording – take it in, etc. The menu sets the direction for the whole program.
  • Get war stories from your best peopleGet true stories from your newer people (they still know what they didn’t know)You don’t need fancy equipment We recorded this with skype + audacity – both free UFI_ask the expert.swfWhen you click on these you just hear short audio – no moving video or flipping stills.Sometimes these are video – sometimes just audio with stills. (think flip video camera – even an iPod Nano/or iPhone now has video)
  • Do an .flv/.swf…Video and audio where it countsGuerilla approaches to shooting and audioFlip video for secret shopperSkype for expert interviews
  • file:///C:/Documents%20and%20Settings/Cammy%20Bean/My%20Documents/Working/kgi10009/build/index.html
  • Often final assessments are used for the company to tick a box and not to actually help the learner learn more or actually assess what they’ve learned.Often final tests are MCQs or fill-in-the blank to test basic rote memorization of facts and concepts. It’s hard work to write an assessment that may actually help the learner retain something.After the poll have them type into chat – what’s their main goal as a project manager with including assessments? Are you managing compliance records and need to tick a box? Is it to “prove” that someone sat through the program? Is it to ensure that there was effective knowledge transfer and a change in behavior? Do these types of questions prove a change in behavior?
  • Are these the types of questions your courses include?
  • Are these the types of questions your courses include?
  • Are these the types of questions your courses include?
  • Make more mistakes.Find the mistakes that hurt the mostKeep ‘em realPlay it outProvide useful feedback
  • Application share: Immerse them in a contextual setting – don’t just quiz them on the ‘facts’ – get them to put it to work.file:///C:/Documents%20and%20Settings/Cammy%20Bean/My%20Documents/Demos/MS%20Cafe/main.swf
  • Application shareShow mistakes and what you can learn from them…As part of your initial TNA – find out where people make the most common (or the most painful mistakes) – make that the focal point of your design.
  • Make it hard.
  • This was the original content we got from them...
  • This was the original content we got from them...
  • Instead, why not this?See the difference?
  • Would you want to sit through that program?
  • Let’s look at each in turn…
  • Less is more!
  • Less is more!
  • Point about not being patronising
  • People expect to be bored by e-learning – let’s show them it doesn’t have to be like that.Just the right side of sassy
  • Keep it light.
  • Keep it light.
  • Let’s look at each in turn…
  • For example, is the aim of your visuals to grab attention? Or perhaps you want to use the visuals to tip a common idea on its head by using a recognisable image and altering it in some way or using it out of context.
  • Perhaps you want to use the visuals to tell a story, with text or without.Understanding when a visual is relevant? Is it a diagram that supports a workflow? (Note – these might be better for the novice than an expert who already has his/her own mental model of that work flow).Sometimes a picture can add emotional oomph – that has validity.
  • When designing your e-learning, think about the purpose of the graphics, as well as the purpose of your whole screen.In this screen, you might say that the coffee cup isn’t completely relevant, but think about the emotional connection and intimacy you’re creating with a topic.
  • Make graphics earn their placeComplement text, don’t fight itIn this example, the visual is interactive – so it not only earns it’s place but is essential!
  • Keep it relevant. Remember – use graphics that support the instructional.
  • What’s the final call to action – Call to action and don’t let gowhat was the point of the whole thing in the first place. What do you need to go out and do.
  • They’re coming to get you…Take the Call to Action and make it personal. In this case, a real-live manager will follow up with the learner…
  • More call to actions...with specific links to take the experience beyond the eLearning event...”beyond the course”
  • Using survey monkey to get calls to action
  • Space it out – create a campaign of events – emails, links, etc. – over a sustained period of time. Gentle nudges, short sharp eLearning bits to keep the concepts alive.
  • Space it out – create a campaign of events – emails, links, etc. – over a sustained period of time. Gentle nudges, short sharp eLearning bits to keep the concepts alive.
  • Space it out – create a campaign of events – emails, links, etc. – over a sustained period of time. Gentle nudges, short sharp eLearning bits to keep the concepts alive.
  • Contact us!
  • Mit elearning design workshop day

    1. 1. Design Workshop Day<br />
    2. 2. Get lots of free stuff on the Kineo website:<br />email:<br />Twitter: cammybean<br />My Blog :<br />
    3. 3. Today 9:00-4:00<br />What is elearning today?<br />A look at process<br />Conceptualizing a design<br />Lunch 12:30-1:30<br />What can it look like? Demos!<br />Elearning Extreme Makeover<br />Questions & Next Steps<br />
    4. 4. What is elearning today?<br />
    5. 5. What do you expect out of a learning experience? <br />What do you want an MIT learning experience to look like?<br />
    6. 6.
    7. 7. What do you bring to the table?<br />
    8. 8.
    9. 9. Learning <br />& Pedagogy<br />
    10. 10. Creative<br />
    11. 11. Technology<br />
    12. 12. Business<br />
    13. 13. Learning <br />& Pedagogy<br />Creative<br />Technology<br />Business<br />*Big hat tip to Ellen Wagner for this model(@edwsonoma, Sage Road Consulting)<br />
    14. 14.<br />
    15. 15. Learning <br />& Pedagogy<br />Technology<br />
    16. 16. To e or not to e?<br />
    17. 17. A look at process<br />
    18. 18. Development TimeA six day project<br />Day 0<br />Day 3<br />Day 6<br />
    19. 19. A more typical project...<br />
    20. 20. Prototyping<br />Build initial section<br />Create skin<br />Write short section<br />Build prototype section<br />Review and amend prototype<br />Agree and sign off<br />
    21. 21. Lunch!<br />
    22. 22. Conceptualizing a design<br />
    23. 23.
    24. 24. Who is the learner?<br />What do you want themto be able to DO? <br />
    25. 25. What’s your game plan? <br />
    26. 26.  [<br />
    27. 27. Knowledge and Skill Buildera.k.a. “tutorial”<br />
    28. 28.
    29. 29. Get attention<br />
    30. 30.
    31. 31. Set direction<br />
    32. 32. Set direction<br />
    33. 33. Set direction<br />
    34. 34.
    35. 35. Present information<br />
    36. 36. Present information<br />
    37. 37. Present information<br />
    38. 38.
    39. 39. Exemplify and practice<br />
    40. 40. Exemplify and practice<br />
    41. 41. Exemplify and practice<br />
    42. 42. Exemplify and practice<br />
    43. 43. Exemplify and practice<br />
    44. 44.
    45. 45. Assess<br />
    46. 46. Summarize<br />
    47. 47.
    48. 48. Action<br />
    49. 49. Support<br />
    50. 50. Top Tips for Designing Elearning<br />
    51. 51. Kineo Learning Design Principles<br />Goal-oriented. Address a goal that learners care about. Show what they will get from the eLearning right from the start, show it is worth looking at.<br />Relevancy-oriented. Engagement is about relevance, not just look and feel. Make the learning directly relate to day-to-day activities. <br />Practical. Show things that people can do immediately after going through the eLearning.<br />Story-based.Show real examples with relevant stories.<br />
    52. 52. Get their attention.<br />
    53. 53.
    54. 54.
    55. 55. Case Study: The Vacation Policy<br />“In keeping with the overall control environment and to ensure compliance with internal control guidelines issued by its regulators, AceFinancial has a Global Investment Bank Vacation Policy. In EMEA, the requirements of this policy (which are set out below) also apply to the Private Bank, AceFinancial Partners and the Chief Investment Office. TSS staff are required to comply with their own LOB policy. In summary, the policy requires certain employees in sensitive positions (“Designated Employees”) to be out of the office for a specified period of time each calendar year...”<br />
    56. 56.
    57. 57. Object to learning objectives.<br />
    58. 58. Traditional objectives<br />As a result of attending this session you will be able to:<br />Identify three case studies of Fortune 1000 companies who are successfully using social learning models<br />Define the three models of social learning and how these map to specific strategies and tools<br />Evaluate the pro's and con's of different social interventions as solutions to specific kinds of learning challenges<br />Describe their own personal experience in using social media as a practitioner<br />
    59. 59.
    60. 60. Set direction<br />
    61. 61. Get the best stories.<br />
    62. 62.
    63. 63.
    64. 64. Simple story <br />
    65. 65. Simple Story<br />
    66. 66. Linear Scenario<br />
    67. 67. Linear Scenario with Question<br />
    68. 68. Make it hurt so good.<br />
    69. 69. Do your programs always include a FINAL TEST?<br /><ul><li>No, that’s too much work ;)
    70. 70. Yes, otherwise how can we be sure they’ve learned?
    71. 71. Depends on the content.
    72. 72. I have no idea!</li></li></ul><li>Question 1 of 524:<br />There are ___ Customers types serviced by ACME. <br />
    73. 73. Question 2 of 524:<br />These customer types are <br />____________ ______;<br />_____ ________ _____ ;<br />________ ____ _____;<br />______ _______ ________ (___) ____________; and<br />v. ______ __________ ____ _______ ____ _____.<br />
    74. 74. Question 3 of 524:<br />True or False?<br />Small Business Owners would benefit from the service ACME offers of managing money and good accounting records<br />
    75. 75. “If I had to live my life again, I'd make the same mistakes, only sooner.”<br />~ Tallulah Bankhead<br />
    76. 76.
    77. 77.
    78. 78.
    79. 79. Don’t be tone deaf.<br />
    80. 80. “As café staff, it’s compulsory that you<br />maintain quality of produce and serve it as<br />specified by the Quality Food Manual. By the end of this training you will understand how to serve every food type according to the standards.” <br />
    81. 81. BORING!<br />
    82. 82. “Our specials today are cold baked beans, burnt toasties and delayed jacket potatoes.<br />Oh, and we have no soup. (We forgot to put it on.)<br />Anything take your fancy?<br />Customers expect great hot food at our café - they know it’s made from our own high quality M&S produce. To be a hot food hero, you need to present it, cook it, and serve it perfectly.”<br />
    83. 83. True Confessions Time:<br />What’s the most boring training program you’ve had to take or create?<br />
    84. 84. Our 5 rule framework<br />Tone matters – no matter what the content. We’ve put together a 5 rule framework to help you write engaging, exciting and yawn proof content. <br />
    85. 85. Our 5 rule framework<br />Keep it light<br />Give it spirit<br />Have a conversation<br />Call for action<br />Be adult<br />
    86. 86. 1. Keep it light<br />
    87. 87. Short, snappy, to the point. And don’t be afraid to have fun.<br />Less of…<br />“This e-learning module is designed to explain the principles and practical requirements of the 11 step process …”<br />More of…<br />“Need to get your head around our process? You’re in the right place.” Or…<br />“Process – boring, right? Wrong. This one will help you, all 11 steps of it. See it to believe it.”<br />
    88. 88. “If I'd had more time, I would have written a shorter letter.”<br />Mark Twain<br />Blaise Pascal<br />T.S. Eliot<br />
    89. 89. Any challenges that you can see with trying to keep it light at MIT?<br />
    90. 90. 2. Give it spirit!<br />
    91. 91. Make it energetic, driven, engaging.<br />Less of…<br />“Now that you have covered the basics of customer service, in the next section you will learn how to deal with customer issues.”<br />More of…<br />“You’re one step away from maximising your skills, but there’s a problem – a customer one in fact. Click next to put your service skills to the test.”<br />
    92. 92. 3. Have a conversation.<br />
    93. 93. Direct, clear, dialogue, questioning.<br />Less of…<br />“Negotiating effectively is an important skill that we all use on a daily basis”<br />You talking to me?<br />More of…<br />“When was the last time you negotiated something?<br />Maybe it was more recently than you think….”<br />
    94. 94. 4. Call for action!<br />
    95. 95. Give direction, focus on actions and tasks – it’s what happens next that counts. <br />Less of…<br />“You’ve now completed this section on PBX sales. Go back to the menu to make another selection.” <br />More of…<br />“Now review your own client list. Who could benefit from the PBX product? Plan the time to call them now.”<br />
    96. 96. 5. Be adult.<br />
    97. 97. Learners are busy professionals – treat them that way. Adult to adult - don’t patronise.<br />Less of…<br />“By now you have learned…”<br />“You must do…”<br />“This will take 90 minutes”<br />More of…<br />“Take 5 minutes to find <br /> out how to run effective meetings.”<br />
    98. 98. What does it look like?<br />
    99. 99. Light touch – colloquial <br />A little pun – links to later content<br />
    100. 100. It could have been so much more formal..<br />
    101. 101. Getting to the point quickly<br />Set up in 3 sentences. Professional, to the point, not a word wasted. <br />
    102. 102. Having a conversation <br />Can I ask you an interesting question?<br />Can I tell you a story?<br />Can I take you on a journey?*<br />I don’t know – can you?<br />*metaphorically. Not in a weird way. <br />
    103. 103. Having a conversation – what’s on your mind?<br />
    104. 104. Not ‘Does O2 offer technical support?, but…<br />The question is conversational - dialogue with the learner<br />
    105. 105. Easy tiger<br />The question has narrative and pace <br />
    106. 106. It’s all about you <br />
    107. 107. A more relaxed tone than you expect in compliance. <br />Light touch but gets the point across <br />
    108. 108. You want actions? I’ll give you actions…<br />Each one about action <br />
    109. 109. It doesn’t have to be clever – just clear <br />Crisp and professional <br />Things that real people care about - not stiff learning objectives. <br />
    110. 110.
    111. 111.
    112. 112.
    113. 113.
    114. 114. Let’s review the 5 rule framework<br />Keep it light<br />Give it spirit<br />Have a conversation<br />Call for action<br />Be adult<br />
    115. 115. Make the graphics count.<br />
    116. 116.
    117. 117.
    118. 118.
    119. 119.
    120. 120.
    121. 121. Think outside the course.<br />
    122. 122.
    123. 123.
    124. 124.
    125. 125.
    126. 126.
    127. 127.
    128. 128. Space out.<br />
    129. 129. Let’s review!<br />
    130. 130. Get their attention.<br />
    131. 131. Object to learning objectives.<br />
    132. 132. Get the best stories.<br />
    133. 133. Make it hurt so good.<br />
    134. 134. Don’t be tone deaf.<br />
    135. 135. Make the graphics count.<br />
    136. 136. Think outside the course.<br />
    137. 137. Space out.<br />
    138. 138. What can it look like?Demos!<br />
    139. 139. Elearning EXTREME MAKEOVER<br />
    140. 140.
    141. 141. Next Steps<br />
    142. 142. Get lots of free stuff on the Kineo website:<br />email:<br />Twitter: cammybean<br />My Blog :<br />