Let’s admit it: most eLearning just plain sucks! The sad reality is that most eLearning courses require learners to sit through a disappointing experience, where information is poorly organized, the content isn’t relevant, and the interactions seem contrived and without purpose. This is compounded even more when the slideshow-like presentation is interrupted with several poorly written quiz questions and cheesy animations to make it all seem “fun.”
In this session, we will explore many of the reasons why most eLearning fails and the components that contribute to bad eLearning design. we will also explore how bad eLearning design can negatively affect the learning experience. Finally, this session will walk you through several practical methods you can immediately apply to fix your bad eLearning courses.
In this session, you will learn:
• When to implement a blended learning approach
• Why clicking doesn’t make interactivity meaningful
• Why good eLearning requires more than instructional design
• Why knowledge and behavior aren’t mutually exclusive
MARGINALIZATION (Different learners in Marginalized Group
Why Most eLearning Fails: How to Create eLearning that Gets Results
1.
2.
3.
4.
5. Why Most eLearning
Fails & How to Fix It
T i m S l a de
G r o w Y o u r e L e a r n i n g C a r e e r
T h e e L e a r n i n g D e s i g n e r ’ s A c a d e m y
14. Why Does Most eLearning Fail?
…and why does it also suck!
15. Most eLearning Fails Because…
It’s not
designed for how
people learn.
It’s not the right
solution for the
performance issue.
It’s not designed
for what people
need to do.
26. I learn when I am
involved in the
planning of my
learning and
development.
I learn through
action and
reflecting on ways
to improve my
performance.
I learn when
challenged by
problems, rather
than merely
hearing solutions.
I learn when the
subject is
relevant and is
something I
care about.
Principles of Adult Learning
35. What Do You Need to Achieve
Through the Training Experience?
TRANSFER OF
KNOWLEDGE OR
INFORMATION
PRACTICE OF
TASKS OR
BEHAVIORS
APPLICATION
OF TASKS OR
BEHAVIORS
ASSESSMENT OF
KNOWLEDGE OR
PERFORMANCE
JUST-IN-TIME
PERFORMANCE
SUPPORT
36. TRANSFER OF
KNOWLEDGE OR
INFORMATION
PRACTICE OF
TASKS OR
BEHAVIORS
APPLICATION
OF TASKS OR
BEHAVIORS
ASSESSMENT OF
KNOWLEDGE OR
PERFORMANCE
JUST-IN-TIME
PERFORMANCE
SUPPORT
LEARNING
OUTCOMES
TRAINING
OBJECTS
• Lecture /
Presentation
• Explainer Video
• Infographic
• Job Aid
• Article / Blog
• Communications
• Podcast
• Group Discussion
• Observation
• Etc.
• Roleplay
• Digital Scenario
• System Simulation
• Decision-Based
Quiz
• Trial & Error
• Etc.
• System Simulation
• On-The-Job
Practice
• Observation
• Coaching &
Feedback
• Etc.
• Knowledge- Based
Quiz
• Decision-Based
Quiz
• Performance
Assessment
• Observation
• KPIs
• Etc.
• Job Aid
• Online Resource
• Handouts
• Video Tutorial
• Article / Blog
• In-System
Prompts
• Documented Best
Practices
• Etc.
Align Learning Outcomes with
Various Training Objects
37. Let’s Say You’re Launching a New
System All Employees Need to Use.
HOW TO USE THE
NEW SYSTEM.
Explainer Video
Email Communications
System Simulation
Online Job Aid
67. How Did You Do?
Compare your case note to our suggest case note.
Did you include all of the required elements?
Your Case Note Our Case Note
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68.
69.
70. Why Does Most eLearning Fail?
…and why does it also suck!
71. The Next Time You Create
eLearning, Ask Yourself…
It’s not
designed for how
people learn.
It’s not the right
solution for the
performance issue.
It’s not designed
for what people
need to do.
75. Why Most eLearning
Fails & How to Fix It
T i m S l a de
G r o w Y o u r e L e a r n i n g C a r e e r
T h e e L e a r n i n g D e s i g n e r ’ s A c a d e m y