Becoming a Learning Experience Designer

1. Copyright ©2015 Cognitive Advisors LLC All Rights Reserved Becoming a Learning Experience Designer Marty Rosenheck, Ph.D., CPT CEO, Chief Learning Strategist mrosenheck@CognitiveAdvisors.com www.CognitiveAdvisors.com @mbr1online LXD
2. 2 Why LXD?
3. 3 Proficiency 70% On-the-Job Experience 20% Informal/Coaching 10% Formal Training Time Proficiency 70:20:10
4. 4 Proficiency 70% On-the-Job Experience 20% Informal/Coaching 10% Formal Training Instructional Design Learning Experience Design Takeaway: Instruction is only a small part of learning.
5. LXD Definition (Draft) Learning Experience Design: The process of facilitating the development of skills (expertise, proficiency) by providing learners with a systematic set of learning activities (experiences) supported by content, feedback, and technology. 5
6. Learning Experience Design Learning Science User Experience Design Design Thinking Learning Technology Knowledge Harvesting Content Design and Curation 6 LXD Parent Disciplines Resource List and Slides: mrosenheck@CognitiveAdvisors.com
7. 7 How Humans Learn
8. 8 How Humans LearnProficiency Time ©2014 Cognitive Advisors LLC All Rights Reserved Skill or Competency
9. Expert-Novice Studies • Physics • Novices: Top University Students • Experts: Physicists From Categorization and Representation of Physics Problems by Experts and Novices CHI, FELTOVICH. & GLASER in Cognitive Science 5, 121-152 Experience forges the mental link between knowledge and the way it is applied to situations. Takeaway:
10. 10 Focus on Results Learner Centered Experience Rules Content is a Servant Feedback and Reflection are Key Situated Learning Iterative Design Technology Enabled LXD Principles
11. 11 Gather Input Design Experience Map Develop Learning Experiences Prepare Context Implement with Technology Perform Analytics LXD Process
12. 12 LXD Process Gather Input Design Experience Map Develop Learning Experiences Prepare Context Implement with Technology Perform Analytics
13. 13 • Goals – Organizational – Individual • Performance – Outcomes – Metrics • Proficiency Statements – Measurable – Observable – Quantitatively or Qualitatively Input: Results Break competencies into proficiency statements. Takeaway:
14. Call Center Example Proficiency Statements Done Category Proficiency Statement Milestone Evaluation Order Status Calls 1. Finds and provides customers with correct status information using the Look Up search function following all customer service standards with less than a 2 minute handle time. 2 Weeks Direct Observation and Call Evaluation Checklist Order Status Calls 2. Identifies and resolves issues with shipment delays and backorders through working with sales and shipping and provides the customer with an answer within 2 hours. 3 Weeks Direct Observation and Call Evaluation Checklist Order Status Calls 3. Records and submits required information in a complete and accurate manner about each status call and is ready to take the next call within 2 minutes. 3 Weeks Call Report 14 Done Category Proficiency Statement Milestone Evaluation Billing Calls 4. Finds and provides customers with current billing information including current balances, past due amounts and credits will following a customer service standards with less than a 3 minute handle time. 3 Weeks Direct Observation and Call Evaluation Checklist Billing Calls 5. Takes payments by credit card or checking account debit by getting the correct customer information and verifying the payment has been received with less than a .05% error rate. 4 Weeks Direct Observation Call Report Billing Calls 6. Handles billing disputes by correctly transferring the call to the accounting department. 4 Weeks Direct Observation and Call Evaluation Checklist Copyright LPI 2011 Steve Rosenbaum Learning Paths International
15. 15 • Learner – Job/Role – Prior Experience/Knowledge – Motivations • Existing Content – Background – Relevance/Usefulness • Organizational – Culture – Business Unit Buy-in – Mangers/coaches Input: Context A great design that doesn’t take into account context will make a great paperweight! Takeaway:
16. 16 Experts or master practitioners Input: Situations & Knowledge
17. 17 Get experts or master practitioners to: Input: Situations & Knowledge Situations • List all of the situations they handle Categorize • Organize those situations into categories Variations • Identify how they vary on various parameters Taxonomy • Create a “Taxonomy of Situations” to guide creation of learning experiences. Knowledge • Identify the knowledge (content), strategies, heuristics, and process that experts use to handle the situations
18. 18 LXD Process
19. 19 • Sequence – Organizing Principle – Simple to Complex – Job/Task Process Experience Map Learning Path Learning Path Experiences (Formal, Informal, On-the-Job) Proficiency
20. Simple to Complex Eligibility Factors Simple Complex Marital Relationships Citizenship Status …… ……. Rep Payee Deeming Single/divorced US Citizen born in US ………. . No rep payee Spouse to spouse Legally married US Citizen born abroad ………. . Legal guardianship Parent to child Holding out Alien Status ………. . Facility w/custody Spouse to spouse to child Legally married and separated and holding out Refugee Status ………. . Non-relative w/custody Sponsor to alien Simple Complex
21. Demonstration Guided Simulations Supervised WorkFacilitated Practice Structured OJT Independent Work Experience Map: Scaffolding
22. 22 •Practice •Timing •Adaptive Experience Map Learning Path Learning Path Experiences (Formal, Informal, On-the-Job) Proficiency
23. 23 • Modeling • Cases/Scenarios • Simulation • On-the-Job Experience Map Types Learning Path Experiences (Formal, Informal, On-the-Job) Proficiency
24. 24 LXD Process
25. 25 • Tasks or Scenarios • Instructions • Work Products • Reflection Questions • Checklists Learning Experiences Develop Experience Guides Learning Path Experiences (Formal, Informal, On-the-Job) Proficiency
26. Teacher Education  Teachers unprepared for classroom realities  Student teaching haphazard, uncoordinated  Need to focus on competence
27. 27
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33. 33 Learning Experiences: Content Learning Path Experiences (Formal, Informal, On-the-Job) Proficiency Content Takeaway: eLearning courses should contain NO content!
34. 75a
35. 76a
36. 36 • On-demand content – Knowledge Base – Video or Audio clips – Social – Checklists, Guidelines – Mini-Tutorial • Performance Support Learning Experiences: Content Provide content and feedback at the Teachable Moment. Takeaway:
37. 37 Water Quality Association
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41. 41 • Targeted, specific feedback • Types: – Coaching – Peer/Social – Self – Automated Learning Experience: Feedback Learning Path Experiences (Formal, Informal, On-the-Job) Proficiency Content Feedback Feedback enables reflection. Experience + Reflection = Learning Takeaway:
42. 42 • Short Interactions • Targeted Feedback • Mobile Tech Enabled • Coaching Support • Coaching Network Nano-Coaching ©2014 Cognitive Advisors LLC All Rights Reserved “Very short burst support” - Elliot Masie
43. 43 Nano-Coaching Cycle Perform Task Submit Work Product Notify Coach Coach Reviews Work Product Specific Feedback Approved? • Photo • Checklist • Text • Video • Audio • Document • Direct Observation Email & Dashboard Coaching Support • Checklists, Guidelines • Coach the Coach • Photo • Checklist • Text Comment • Audio • Document • Direct Goal Achieved! YES NO ©2014 Cognitive Advisors LLC All Rights Reserved
44. 44 Sales Rep
45. 45
46. 47 Coach
47. 48 LXD Process
48. 49 • Change Management • Culture Change • Roles and Responsibilities – Learner – Managers – Leadership – Learning and Development Prepare Context
49. 50 LXD Process
50. Enabling Technologies 51 Uconn.edu Openmatt.org www.ucsc-extension.edu Mobile Analytics
51. 52 Activity Stream (like Facebook) <Actor> <Verb> <Object> ( I did this) Experience API Any Learning Experience Experience API Learning Record Store LRS Analytics Reporting
52. 53 Gather Input Design Experience Map Develop Learning Experiences Prepare Context Implement with Technology Perform Analytics LXD Process
53. 54 Analytics
54. 55
55. 56 Learning Experience DesignProficiency Time (Gradually increase task difficulty and decrease scaffolding/support) ©2014 Cognitive Advisors LLC All Rights Reserved • Decide: - Next Learning Goal - What to Change • Prepare Support: • Mini-tutorial • Ask someone • Lookup in Knowledge Base • Job Task • Simulation • Scenarios • Modeling • Capture Experience Support: • Performance Support • Scaffolding • Guidance at Teachable Moment • Principles • Articulation • Feedback Support: • Coaching • Social Media • Comm. of Practice • Peer Review • Portfolio Skill or Proficiency
56. Learning Experience Design Learning Science User Experience Design Design Thinking Learning Technology Knowledge Harvesting Content Design and Curation 57 Resources • Ruth Clark • Julie Dirkson • Connie Melamed • Clark Quinn • Steve Rosenbaum • Will Thalheimer • Jesse James Garrett • Andre Plaut • Tim Brown –Ideo • Juliette LaMontagne • Nigel Cross • Mobile • Chad Udell • Gary Woodhill • xAPI • ADL • Ben Betts • Janet Efron • Mike Hruska • Rustici • Saltbox • Aaron Silvers • Cognitive Task Analysis – Beth Crandall et. al. • Rueben Tozman • Richard Sheffield • Charles Jennings • Jay Cross Resource List: mrosenheck@CognitiveAdvisors.com
57. Questions? Marty Rosenheck, Ph.D. Chief Learning Strategist mrosenheck@CognitiveAdvisors.com @mbr1online www.CognitiveAdvisors.com Makers of the TREK Learning Experience Manager

Editor's Notes

A few years ago –
Brought in by a large government agency
Their Customer Service Representatives had a complex jobs
They had to work with 7 legacy computer systems, and know Disability policies and Retirement – decide people’s eligibility
New hire went through 6 weeks of intensive training – well designed instruction.
They had a problem… once they were on the job – in the field offices – it took them 1.5 to 3 years to become proficient
Why?. Formal training was not enough -
We redesigned their learning process – based on LXD principles – we were able to shorten the time to proficiency to a couple of months.

Research is clear that formal training only takes you part of the way to proficient performance.
The development of skills primarily through experience and informal learning, coaching and guidance, trial and error.
This is known as the 70:20:10 Framework.
The problem is that the informal and experiential learning is generally haphazard.
How do we optimize the path to proficient performance?

Instructional Design focuses on the Formal Training.
Instruction is only a small part of the learning process.
Learning Experience Design encompasses the entire learning process.

Learning Experience Design is the process of facilitating the development of skills (expertise, proficiency) by providing learners with a systematic set of learning activities (experiences) supported by content, feedback mechanisms, and technology.

Learning Experience design is based on four parent disciplines:
Learning or Cognitive science – research-based guidelines on how people learn.
User Experience Design – enhancing the usability, look, and feel of a product, like a website.
Design thinking is a formal method for practical, creative resolution of problems and creation of solutions
Learning Technology is the enabler, the pallet of tools, xAPI and Mobile are key
Knowledge harvesting – Knowledge Engineering: Experts provide the target, experiences
Organizing Content – on demand, easily accessible, chunking it, Performance Support

A LXD needs some understanding of each of these – depth in a few – and bring in others in a team
This should be a masters program

To design effective learning experiences, we must begin with an understanding of how people learn.
The natural way we learn is by doing, reflecting on what we do, and planning what we are going to do differently next time.
For example my daughter learned to walk, not by taking an eLearning course , but by having a goal, trying to stand up, falling and reflecting on what happened, changing what she does and trying again.

The development of a skill or proficiency happens through a series of these cycles – learning experiences.
The job of the learning experience designer is to support this process.

9

Focus on Results
Learner Centered
Experience Rules
Content is a Supporting Player
Feedback is Key
Situated Learning
Technology Enabled
Iterative Design

(Make iterative)
Conduct Expert Analysis
Design Experience Map
Develop Learning Experiences
Prepare Context
Implement with Technology
Perform Analytics

Goals/Proficiencies
Situations
Experience Map
Learning Experiences
Experience
Guidance
Feedback/Reflection
Content
User Experience
Context
Delivery- technology
Analytics

LXD begins with identifying the Goals
Organizational – what does the organization need? Better salespeople, technicians who can repair equipment correctly the first time.
Individual – it is important to recognize the goals of the individual as well. That is the source of intrinsic motivation. The salesperson wants to close sales and make commissions, the technician wants to take pride in his work and be recognized for doing good work.
Results: The organizational goals should be defined as measurable outcomes or metrics – increases sales revenue, increases first time fix rate, or increased customer satisfaction.
Proficiency Statements are very specific descriptions of what it means for an individual to be proficient. They include observable measurements.
-- Make 20 sales calls a week with a 10% success rate.
-- Identify the cause of an equipment malfunction 90% of the time.
The proficiency statements guide the development of learning experiences.

Review this part of a proficiency definition including describing each of the columns. Things to point out.
There are a lot of numbers in the definition
They all start with action verbs
A lot of the evaluation is direct observation by an expert
The definition makes a great assessment tool.
Point out that we’ve set up this definition so it can be sorted by category or milestone. When you sort by milestone it puts the definition in chronological order. This will help us align the Proficiency definition to the Learning Path.

LXD begins with identifying the Goals
Organizational – what does the organization need? Better salespeople, technicians who can repair equipment correctly the first time.
Individual – it is important to recognize the goals of the individual as well. That is the source of intrinsic motivation. The salesperson wants to close sales and make commissions, the technician wants to take pride in his work and be recognized for doing good work.
Results: The organizational goals should be defined as measurable outcomes or metrics – increases sales revenue, increases first time fix rate, or increased customer satisfaction.
Proficiency Statements are very specific descriptions of what it means for an individual to be proficient. They include observable measurements.
-- Make 20 sales calls a week with a 10% success rate.
-- Identify the cause of an equipment malfunction 90% of the time.
The proficiency statements guide the development of learning experiences.

Get an expert or master practitioner to:
List all of the situations they handle
Organize those situations into categories
Identify how they vary on various parameters
Create a “Taxonomy of Situations” to guide creation of learning experiences.
Identify the knowledge (content), strategies, heuristics, and process that experts use to handle the situations

Goals/Proficiencies
Situations
Experience Map
Experience
Guidance
Feedback/Reflection
Content
User Experience
Context
Analytics

Structure refers how to organize the learning experiences.
Sequence according to some organizing principle –most commonly…
Simple to Complex
Job/Task Process

20

Scaffolding - like scaffolding the holds up a building during construction. Begin with a lot of support or scaffolding and gradually take the support away until the learning can stand on his own.
.

Practice - complex skills are not learned by doing something just once – sufficient practice is needed do develop fluency.
Timing – how will the experiences be timed? Spaced practice is better than mass practice.
Adaptive - the ability to automatically recommend the next best experience based on what the learner had done before.

On-the-Job - a real work job task. Installing a piece of equipment.
Simulation – for example a flight simulator
Cases/Scenarios - example of scenario based eLearning
Modeling - a video of how to do something.

Show examples

These are in sequence from highest to lowest fidelity (closeness to the real job task)

(Make iterative)
Prepare Context
Perform Analytics

Goals/Proficiencies
Situations
Experience Map
Experience
Guidance
Feedback/Reflection
Content
User Experience
Context
Analytics

Content is a the service of experience. Content and knowledge is easy to get. If is difficult to know how to apply it to real situations. That is expertise. And can only be learned though experience.

By providing content on demand, at the teachable moment, when the content is needed to perform a task or solve a problem, it is more likely to be used, and remembered, and it is linked in the mind to how it is used.

Types of content
Knowledge Base
Video or Audio clips
Social
Checklists, Guidelines
Mini-Tutorial

The content used to support the learning experiences can also be set up for use on the job as Performance Support.

National Louis University’s National College of Education prepares teachers in the Chicago Area. They have found that teachers that go into the tough schools in Chicago’s south or west sides often burn out within 2 years. They don’t learn the real stuff of how to teach in those schools.
A big part of the problem is that the student teaching process – where the real learning happens --is haphazard and not coordinated with the rest of the program. The mentor teachers are not sure how to best coach the student teacher. There is little alignment between the practicum and methods classes and the field work.
How do we transform teacher training to develop better teachers more quickly?



Types of content
Knowledge Base
Social
Mini-Tutorial


34

35



Types of content
Knowledge Base
Social
Mini-Tutorial


Experience + Reflection = Learning
Feedback enables reflection
Targeted, specific feedback
Types:
Coaching
Peer
Self
Automated (i.e., in simulations)

Short Interactions
Targeted Feedback
Mobile Tech Enabled
Coaching Support
Coaching Network

No only has it inprove results…
It actualy imporved th relatoinshos wbetee that manager and empoyss.

(Make iterative)
Prepare Context
Perform Analytics

Goals/Proficiencies
Situations
Experience Map
Experience
Guidance
Feedback/Reflection
Content
User Experience
Context
Analytics

Do you think this makes sense for learning in your situations?
Do any of you do anything like this?

Learning Experience design is based on four parent disciplines:
Learning or Cognitive science – research-based guidelines on how people learn.
User Experience Design – enhancing the usability, look, and feel of a product, like a website.
Design thinking is a formal method for practical, creative resolution of problems and creation of solutions
Learning Technology is the enabler, the pallet of tools, xAPI and Mobile are key
Knowledge harvesting – Knowledge Engineering: Experts provide the target, experiences
Organizing Content – on demand, easily accessible, chunking it, Performance Support

A LXD needs some understanding of each of these – depth in a few – and bring in others in a team
This should be a masters program

Becoming a Learning Experience Designer

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Becoming a Learning Experience Designer

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