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

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

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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!

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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

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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

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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