E-Learning: Moving Beyond the Webinar to Truly Engaging Education
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Presentation for the 2016 Nonprofit Technology Conference in San Jose, CA
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E-Learning: Moving Beyond the Webinar to Truly Engaging Education
- 1. E-Learning: Moving Beyond the Webinar to Truly Engaging Education Ash Shepherd, James Sigala & Justin Wedell March 25, 2016 Session Hashtag #16NTCelearning
- 2. Evaluation Survey http://po.st/Yqd66B Housekeeping Materials & Collaboration Notes http://po.st/elearning-16ntc or
- 3. Ash Shepherd Education Director NTEN James Sigala Education Manager NTEN Justin Wedell Manager NonprofitReady.org hello!
- 4. Road Map Resources & Next Steps Context & Framework Active Case Study Lessons Learned ✔ ✔ ✔ ✗
- 5. What is E-Learning? The new knowledge that is going to make you even more amazing at your job
- 6. Where Does It Happen Inside Your Organization Externally with your community
- 7. Why Does This Matter?
- 8. 1. Current Status What is currently the “norm”
- 10. The “Classic” Webinar Live Version Recording & Slides
- 11. Why is this the Standard? ???
- 12. What About in your personal Development? Video Tutorials MOOCIndividual
- 13. The Spectrum of Delivery Face-to-Face Fully Online
- 14. The Spectrum of Delivery Face-to-Face Fully Online Technology Enabled Hybrid/Blended Classroom Supported Online
- 15. What About Other Sectors? Education Retail/Service Public/Government
- 16. 2. Adult Learning Principles There is some science behind it afterall
- 17. A Strategic Foundation Let’s define a framework for approaching this strategically
- 18. Malcolm Knowles’ Adult Learning Theory 4 Principles 5 Assumptions
- 19. Assumption #1 We move from being Dependant learners to Self-Directed Your Choice
- 20. Assumption #2 Our reservoir of experience becomes an increasing resource for learning ✔
- 21. Assumption #3 Readiness to learn oriented toward developmental tasks of social roles My Job
- 22. Assumption #4 Postponed Application Immediacy of Application Subject- Centeredness Problem Centeredness → → The Focus of Learning Shifts as We Mature
- 23. Assumption #5 As we mature the motivation to learn is internalized A+
- 24. Principle #1 Adults need to be involved in planning & evaluation of their instruction How to Improve What do you want Learning Experience
- 25. Principle #2 Experience (including mistakes) provides the basis for the learning
- 26. Principle #3 Most interested in immediate impact to their job or personal life
- 27. Principle #4 Adult learning is problem-centered rather than content-oriented I want to learn about Communications How do I make a custom dashboard in Google Analytics
- 28. 3. NTEN Case Study Holding Ourselves Accountable
- 29. The Webinar How many of you have experienced an NTEN webinar?
- 30. Current Limitations Mostly one way interaction
- 31. Current Limitations Lack of Dynamic Content
- 32. Current Limitations Low Impact on Audience
- 33. Current Limitations Poor Learning Environment
- 34. Current Limitations Mostly one way interaction Lack of Dynamic Content Low Impact on Audience Poor Learning environment
- 40. Obstacles Platform functionality System Integration Scale ability Costs of implementation Change Management
- 41. Evaluation ✘Where are we now? ✘Where do we want to be?
- 42. 4. Lessons Learned Insights so we don’t all have to learn from “Trial by fire”
- 44. Section Agenda ✘ Lessons Learned ✘ Recommendations &
- 45. Problem-Centered (Focus) Involved Adult Learners (Voice) Adult Learners’ Experience (Background) Relevance & Impact (Purpose) Section Key
- 47. Online Discussion Communities ✘ Principles Used ✘ Format Online ✘ Level of Success
- 48. Development Days ✘ Principles Used ✘ Format Blended ✘ Level of Success
- 49. Ready.org Portals: Early Days ✘ Principles Used ✘ Format Online ✘ Level of Success
- 50. Darkness to Light ✘ Principles Used ✘ Format Online ✘ Level of Success
- 51. Team Rubicon ✘ Principles Used ✘ Format Blended ✘ Level of Success
- 52. Recommendations
- 53. What Makes a Good Curriculum?
- 56. Questions ?
- 57. 5. Resources & Next Steps Beyond this session
- 58. Adult Learning Principals - Assessment Guide Link in the Materials & Collaboration Notes
- 60. eLearning Guild
- 61. Share Your Experience With Others? https://www.surveymonkey.com/r/techbasedlearning Help create a clearer picture of e-learning in the nonprofit sector
- 62. Don’t Forget Evaluation Survey http://po.st/Yqd66B Materials & Collaboration Notes http://po.st/elearning-16ntc or
- 63. Thank You! Ash Shepherd Education Director NTEN ash@nten.org James Sigla Education Manager NTEN james@nten.org Justin Wedell Manager NonprofitReady.org jwedell@csodfoundation.org
Editor's Notes
- Introduce the CSOD Foundation. Discuss personal and organization focus. Kick into the agenda! GENERAL HISTORY (Won’t be reciting word-for-word): Our mission at the Cornerstone OnDemand Foundation is to transform the way people help people. Through the contribution of our talent management technology, our capacity building programs, and the support of our entire ecosystem, we strengthen nonprofit organizations around the world by enabling them to develop, engage, and empower their employees and the people they serve. One of the major challenges facing any organization is talent management—recruiting, training, and retaining the people who work to execute the organization’s mission. That challenge can be especially daunting for nonprofits, which rely heavily on restricted funding that too often fails to account for HR needs and essential employee development. Cornerstone OnDemand CEO Adam Miller established the Cornerstone OnDemand Foundation so nonprofits would not have to choose between advancing their cause and developing their people. His goal was to enable nonprofits of all sizes to access the same innovative technology applications for talent management that Fortune 500 companies and other Cornerstone OnDemand clients were already using to engage their workforces and leverage people performance for greater impact. Since 2010, the Cornerstone OnDemand Foundation has partnered with a broad range of nonprofits—from grassroots groups to large international charities—to run their operations more efficiently and serve their communities more effectively.
- Today, we’ll be discussing our Foundation’s experiences in the world of e-learning, warts and all. We’ll be covering each of the four principles that Ash documented earlier and within each one, I’ll share both the successes and failures that we’ve encountered over the years. Some of these lessons will be drawn from our partners and grantees, while others will come from the programs that our Foundation operates for both our employees and the general public. Let’s dive in!
- Throughout my part of the presentation, I want to make sure that we keep the Four Principles of Adult Learning that Ash covered at the top of our minds. That’s why for each example I offer, I will call attention to which principles were addressed as well as those that were not. This will help us to better conceptualize how these principles can be brought to life in real-world practice.
- The Situation: In NonprofitReady.org, we brought in a Manager of Leadership Development from the University of Miami to lead a week-long training on how to take ownership of one’s development as a leader. The training would involve a live webinar and a live Q&A, all supplemented and guided by group discussion and best practice sharing within an online community. We wanted to give people a VOICE in how the training would proceed and also wanted to ensure that we were building off of their PAST EXPERIENCES. What Happened: 150 people registered for the training. 2/3 of them attended the live events. Almost none (8%) actively participated in discussions. Our utopian ideal of knowledge sharing across the sector failed to pass and the energy we invested in developing the community failed to create more dynamic live events. What We Learned: As the previous slide foreshadowed, just because you build it doesn’t mean that they will come. While we accurately gauged interest in the topic of leadership development, we failed to adequately communicate and tie the live events to community activity. Users had no personal or professional imperative to contribute and as a result, they didn’t. Had we tied contributions to outcomes, such as required contribution for a completion certificate from the whole training, we would have seen an increase in activity.
- The Situation: At Cornerstone OnDemand, there is a big focus on learning. That’s the bread and butter of our technology and our expertise, but curiously enough, until a few years ago, it wasn’t that actively applied to our own employees. In response to this dearth of professional development opportunities, we launched “Cornerstone Development Days” in 2013. These days occur on the third Thursday of every month and are designed to provide employees with a day of optional learning activities tailored to their personal and professional interests. What Happened: This sounds great, you might say... but what about the budget? We can’t afford to hire a bunch of trainers once per month! Therein lies the beauty of Development Days: they are entirely employee driven. Whether an employee has expertise in a certain area of the organization, with a particular technical tool like Excel, or just wants to share their passion for baking, they can register to present. Many presentations are also conducted virtually and recorded, so that those not based at HQ can still partake and later on, presentations can be called upon for professional development. For those paying attention, this has become an extremely savvy way to practice knowledge management for the broader organization. As a result, Development Days are able to remain FOCUSED on very specific problems, provide a VOICE to learners (both those who present and those who opt to engage what interests them), build on individual and shared EXPERIENCES, and provide meaningful, RELEVANT trainings to the whole staff. What We Learned: So why did Development Days, which seem to require a lot more effort to contribute to than our Online Learning Communities, thrive when the latter failed? There are a few things at play here. First, they leveraged each one of the adult learning principles. This can’t be ignored when it comes to their high degree of employee engagement. Second (and most important) - there was a major effort from the top-down to make these a success. The first few development days were seeded with presenters from the company that leadership sought out. Additionally, each and every manager knew to encourage their direct reports to participate whenever possible and was lenient when it came to free time on those days. An atmosphere was deliberately constructed to give these life - they didn’t just happen. No-shows: There is this caveat. For sessions that are recorded, it is common for the presenter to be presenting to any empty room, as many interested parties know that they can wait for the recording. To alleviate this, there must be a clear incentive for live attendance.
- The Situation: In an effort to meet the needs of nonprofit and humanitarian professionals, the Foundation launched DisasterReady.org and NonprofitReady.org to provide free, on-demand training. The portals were supplied with content from a variety of cross-sector donors, all oriented toward empowering users to be more effective in their roles. What Happened: The portals became extremely popular, but we kept getting the same feedback: How do we find what we need? In our excitement to be able to provide access to all of this material, we failed to consider the user experience of actually sorting through it. What We Learned: We had material that built upon users’ BACKGROUNDS and was extremely RELEVANT to their roles, but we failed to provide them with a FOCUSED way in which to navigate the resources. We’ve since been extremely thoughtful in how we position, bundle, and - most importantly - promote resources within our Ready portals. All resources are now bundled in competency-specific curricula which are tied to broader categories (such as Management, Marketing, etc). We are also extremely proactive in notifying users of featured content and new additions so that they can achieve a better grasp of the types of offerings within both portals.
- The Situation: One of the initiatives that we operate is the Impact Grant Program. Through this initiative, we work with nonprofits that have proven, effective, local training initiatives that may be limited in their reach due to pen and paper, in-person processes. Recipients of this grant work with us to transition their training to an online format that can be easily scaled across regions, states, and countries. What Happened: Darkness to Light was a 2013 Impact Grantee (explain D2L mission). Their original training model was based on facilitator-led, face-to-face trainings and while it was successful, it would take armies of facilitators to train the millions that they sought to reach. We worked with them to explore how this very personal topic could be effectively translated to a web-based experience.The training program features the stories of survivors which create an emotional connection with the learner and demonstrate the need and sense of urgency. Other elements of their training focus on empowerment (VOICE). People have to be willing to make choices that protect children, take risks, and support each other to create safer communities for children. What We Learned: Darkness to Light’s training needed to engage and invest learners in an extremely sensitive topic. To achieve success, they had to ensure that their content appropriately tapped into the EXPERIENCE and MEANING that adult learners require. This was achieved by through the storytelling of both survivors and volunteers related to the cause. Storytelling could be its own presentation, but cannot be overlooked when creating your content. Be considerate of the narrative journey that you want your learners to take (as froo froo as that sounds) and instill your content with opportunities for reflection and consideration of external perspectives.
- The Situation: Team Rubicon provides veterans with opportunities to leverage their skills from the military toward supporting disaster relief efforts. Their online training focuses upon preparing their volunteers to deploy for relief situations, such as floods, tornadoes, and earthquakes. What Happened: Team Rubicon differs from Darkness to Light in offering more than one learning pathway. In fact, depending upon what you’re looking to do, there are dozens of different learning pathways and training opportunities that you can pursue. For each however, the focus is clear, the trainings are often blended (wherein online trainings must be completed to access in-person trainings), and the outcomes are extremely tangible. What We Learned: Team Rubicon appropriately leverages each of the Adult Learning principles. In my mind however, the most important is the RELEVANCE/IMPACT that they are able to offer their learners. Each user is fully aware of how a training will affect their real-world abilities and impact. This knowledge is an extremely powerful thing. Through completion of their training, users are building their RESUME. Ultimately, effective online training is able to provide this kind of connection.
- I previously mentioned our “Ready” portals. We’ve had a lot of opportunity to experiment within them to craft effective and engaging online learning experiences. When it comes to packaging these, we’ve found a format that we prefer to leverage for our more in-depth learning pathways. This curriculum hits all the marks of the Adult Learning Principles: It immediately provides clear focus. Connects to an online discussion community to provide users with a voice. Component parts are the product of research/interviews/input of leaders within this area, configured in chunks that have relevance to specific competencies to ensure clear expectations.
- When considering online learning and training and development in general, it’s easy to focus too much on general professional development and compliance, while missing the importance of integrating such learning opportunities with performance reviews. Once you’ve developed an effective and engaging online learning library, I strongly encourage you to consider how each piece of content maps to your organization’s competencies. There is no better opportunity to capture each of the Adult Learning Principles than to work with an employee to development an improvement plan leveraging existing resources.
- Full-disclosure, I’ve written on this topic in the past, but when it comes to content overload, PS cannot be underestimated. This slide doesn’t consider any specific organization or context, but it preaches based upon years of experience with organization that spend so much time focusing on the initial learning exchange that they neglect to consider the moments of need that will likely occur long after a training has passed. What is Performance Support? Performance Support is any learning tool that you make available to your employees or volunteers at the moment they need it most. The idea is that even with the best training you could possibly imagine, there is still a gap between what someone might learn in a session and when they’ll apply it in the real world (aka “the moment of apply”). If you want an employee to be able to truly take learning from the classroom into the workplace, you must make resources available that can help them to recall these lessons when the moment of apply finally arrives. These resources should be thus embedded in their natural workflow, so when they have a question, they can easily find the answer in 2-3 clicks. All of this is to say: when considering how to format and frame your content, do not forget to consider the user experience of needing to call upon it well after they initial navigated to the training. Organizations that are good at PS - which essentially amounts to the STORAGE of your online learning - still adhere to the core principles of Adult Learning. PS content actually hits every single mark and is often critical to an employee’s ability to retain and build off of an initial training.