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Best practices for Accidental Instructional Designers @ Adobe Learning Summit @adobeLS2018

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Best practices for Accidental Instructional Designers @ Adobe Learning Summit @adobeLS2018

  1. 1. Cammy Bean, Kineo Senior Solutions Consultant Best Practices in Instructional Design for the Accidental Instructional Designer Adobe Learning Summit 2018 – B103
  2. 2. ONCE UPON A TIME… When I grow up, I want to be… A singer! A writer! A teacher!
  3. 3. BUT INSTEAD, I BECAME AN INSTRUCTIONAL DESIGNER. What’s that, Mommy?
  4. 4. AND I (SORT OF) GREW UP.
  5. 5. IT TURNS OUT, MOST OF US ARE HERE COMPLETELY BY ACCIDENT.
  6. 6. SO HOW DO WE CREATE AN ID CAREER FOR OURSELVES WITH PURPOSE AND PASSION?
  7. 7. LET’S START WITH PIE!
  8. 8. LEARNING
  9. 9. CREATIVE
  10. 10. BUSINESS
  11. 11. TECHNOLOGY
  12. 12. THE WELL-ROUNDED L&D PROFESSIONAL NEEDS THE WHOLE PIE. LEARNING CREATIVE BUSINESS TECHNOLOGY
  13. 13. THOSE WHO DO IT ALL, LOOK LIKE THIS…
  14. 14. …ALTHOUGH THE REALITY MAY LOOK MORE LIKE THIS. Photo credit: http://www.flickr.com/photos/creative_tools/4324925700/
  15. 15. ENJOY YOUR SLICE OF PIE. BUT BE SURE TO DEVELOP NEW TASTES.
  16. 16. S O L E T ’ S S H I F T G E A R S . H E R E Y O U A R E . N O W W H E R E D O Y O U G E T S T A R T E D ?
  17. 17. Y O U R G O A L S Be asked to do it again Do it effectively Create amazing e- learning How do we do this?
  18. 18. T H R E E M E A S U R E S O F S U C C E S S : You stayed within the budget You finished the project on time You got rave reviews
  19. 19. L E T ’ S L O O K AT W AY S TO C R E AT E L E S S O F T H I S …
  20. 20. AND MORE OF THIS…
  21. 21. T H R E E K E Y P R I N C I P L E S : 1 . U S E L E A R N I N G M O D E L S 2 . G E T T H E T O N E R I G H T 3 . R E D E F I N E I N T E R A C T I V E
  22. 22. 1 . U S E L E A R N I N G M O D E L S
  23. 23. Draw a House (in 60 seconds – go!)
  24. 24. Draw a House (in 60 seconds – go!)
  25. 25. A learning model is a general, reusable solution to a commonly occurring problem in a given context. It is not a one-size-fits all solution. Rather, it is a description or template for how to solve a problem, and can be used in a variety of situations. Models are best practices that the designer can adapt and implement as needed.
  26. 26. SOME LEARNING MODELS WE USE… Knowledge & Skills Builder Guided story Goal-based scenarios Show me, try me, test me Mentored task eMagazine
  27. 27. W H E N W E D E S I G N L E A R N I N G E X P E R I E N C E S , W H AT A R E W E T RY I N G TO D O ? I N S I M P L E T E R M S … Inform or raise awareness Build knowledge or skills Solve complex problems; change attitudes or behaviors
  28. 28. Information & Communication Models?
  29. 29. W H E N D O W E U S E T H E M ? . . . T O S H A R E W E H A V E A N E W P O L I C Y . . . . T O S H A R E W H A T O U R D I V I S I O N D O E S . . . . T O P R O V I D E A N O V E R V I E W O F O U R P R O D U C T S . . . . . . A N I N T R O T O O U R N E W 4 0 1 K P R O G R A M .
  30. 30. Julie Dirksen * Is it reasonable to think someone can be proficient at this task without practice? http://usablelearning.com
  31. 31. G I V E P E O P L E T H E C H A N C E TO E X P LO R E F R E E LY ; T H I N K S H O RT B I T S A N D O P E N N AV I G AT I O N .
  32. 32. Building knowledge and skills?
  33. 33. W H E N D O W E U S E T H E M ? . . . H O W T O U S E S A L E S F O R C E F O R D A T A M I N I N G . . . . H O W T O O P E R A T E A V E N T I L A T O R . . . . H O W T O S P E A K T O T H E F A A T O W E R O N R A D I O . . . . H O W T O G I V E F E E D B A C K T O A T W E N T Y T H R E E Y E A R O L D E M P L O Y E E .
  34. 34. PUT IN CONTEXT AND TELL STORIES.
  35. 35. PROVIDE OPPORTUNITY FOR PRACTICE.
  36. 36. Solving complex problems & changing behavior?
  37. 37. W H E N D O W E U S E T H E M ? … T O T E A C H H O W T O T R O U B L E S H O O T A P R O C E S S . … T O C H A N G E A N E N T R E N C H E D H A B I T O R P A T T E R N . … T O T E A C H A N E W B E H A V I O R . … T O I M P R O V E L I S T E N I N G S K I L L S .
  38. 38. TRY BRANCHING SCENARIOS, IMMERSIVE EXERCISES, INTERACTIVE VIDEO, ONGOING LEARNING CAMPAIGNS.
  39. 39. 2 . G E T T H E T O N E R I G H T
  40. 40. “As café staff, it’s compulsory that you maintain quality of produce and serve it as 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.”
  41. 41. • “Our specials today are cold baked beans, burnt toast and undercooked potatoes. • Oh, and we have no soup. (We forgot to make it) • What would you like to order?” • Customers expect great hot food at our café - they know it’s made from our own high quality produce. To be a hot food hero, you need to present it, cook it, and serve it perfectly.
  42. 42. Tone matters – no matter what the content. Here’s a 5 rule framework to help you write engaging, exciting, and yawn proof content: 1. Keep it light 2. Give it spirit 3. Have a conversation 4. Call for action 5. Be adult
  43. 43. 2 Set direction 3 Present information 4 Exemplify and practise 5 Assess and Summarise 6 Action and support 1 Get attention
  44. 44. 3 . R E D E F I N E I N T E R A C T I V E
  45. 45. W H A T I S I N T E R A C T I V I T Y ? W H A T D O E S “ I N T E R A C T I V E E - L E A R N I N G ” M E A N T O Y O U ?
  46. 46. IS THIS WHAT YOU MEAN? N E X T
  47. 47. INTERACTIVITY LIVES ON A SPECTRUM.
  48. 48. FROM PASSIVE ACTIVITIES TO COMPLETE USER CONTROL AND FREEDOM.
  49. 49. WHY DO WE THINK WE NEED IT IN OUR E-LEARNING? WHY DOES E-LEARNING NEED TO BE INTERACTIVE?
  50. 50. WHY? •Stakeholders ask for it! •It’s more fun! •It’s more engaging! •It helps us learn better! •It’s clicking and clicking is good! •Right? Ummm…..
  51. 51. BUT BEWARE THE DANGERS…
  52. 52. AV O I D T H E LU R E O F S E D U C T I V E D E TA I L S . A K A T H E “ J A Z Z H A N D S ” O F E L E A R N I N G
  53. 53. INTERACTIVITY WITHOUT CONTEXT…MEANINGLESS?
  54. 54. AV O I D I N T E R AC T I V I T Y F O R I N T E R AC T I V I T Y ’ S S A K E ? W H Y ? W E L L , I T ’ S … . Fatiguing Distracting Doesn’t promote deeper understanding
  55. 55. LET’S NOT FORGET THE BEST TOOL WE HAVE. Make ‘em cogitate!
  56. 56. SO WHAT CAN INTERACTIVITY LOOK LIKE? (THE KIND WE CAN DO WITHOUT BLOWING OUR BUDGETS?)
  57. 57. GET THEM REFLECTING.
  58. 58. ASK THEM QUESTIONS.
  59. 59. ASK “WHAT DO YOU KNOW?”
  60. 60. H AV E T H E M W ATC H A S C E N A R I O, R AT E T H E P E R F O R M A N C E , A N D P R O V I D E T H E I R R AT I O N A L E .
  61. 61. HAVE THEM REFLECT ON THEIR OWN PERFORMANCE.
  62. 62. HAVE THEM WRITE IT DOWN.
  63. 63. GET THEM FEELING: IMMERSE THEM IN AN UNCOMFORTABLE SITUATION. AND MAKE IT EMOTIONAL.
  64. 64. GET THEM FEELING: PUT THEM IN THE STORY
  65. 65. AND MAKE IT A GOOD STORY.
  66. 66. GET THEM ACTING.
  67. 67. B U I L D I N D E L I B E R A T E P R A C T I C E — I N T H E R E A L W O R L D .
  68. 68. TAKE NOTE!
  69. 69. PUT THE CHALLENGE IN CONTEXT.
  70. 70. ASK “WHAT WOULD YOU DO?”
  71. 71. HAVE THEM CREATE THEIR OWN ACTION PLAN.
  72. 72. G E T T H E M C O N N E C T I N G . W I T H O T H E R H U M A N B E I N G S .
  73. 73. GIVE THEM ASSIGNMENTS TO UPLOAD FOR PEER REVIEW.
  74. 74. M A K E T H E I R M A N A G E R A C C O U N TA B L E A N D PA R T O F T H E L E A R N I N G J O U R N E Y.
  75. 75. GET THEM TALKING. TO EACH OTHER. What did you think?How did you do it? Here’s what I did that really worked. Here’s what I did that really didn’t work.
  76. 76. MAKE IT MORE INTERACTIVE. GET THEM…. Reflecting Feeling Acting Connecting
  77. 77. T H R E E K E Y P R I N C I P L E S : 1 . U S E L E A R N I N G M O D E L S 2 . G E T T H E T O N E R I G H T 3 . R E D E F I N E I N T E R A C T I V E
  78. 78. questions? questions
  79. 79. HEY, LOOK! I WROTE A BOOK! td.org/accidentaldesigner. And on Amazon!
  80. 80. Cammy Bean email: cammy.bean@kineo.com twitter: @cammybean blog: http://cammybean.kineo.com

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