Designing Engaging e-Learning


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My slides from a presentation October 8, 2012 at ASTD's Boston area chapter meeting.

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  • Finding yourself a bit bored with the e-Learning you've been creating lately? Looking to jazz up your e-Learning courses, but don't have the resources to create a 3-D immersive learning game that can be delivered on your iPhone? Need to get your content turned around fast – but without sacrificing engagement? In this session, you’ll explore strategies and tips for creating quality e-Learning in a rapid timeframe without busting the bank. You'll see examples of incoming content received from clients, discuss the approach to rapid design, and talk about some of the specific strategies you can use to maximize engagement with minimal investment.  
  • We ’ ve all been handed a lengthy PPT or dry source content to start from. I like to call this “ clicky-clicky blah-blah ” .
  • What We Did A demo... Wish you were here...about the vacation policy – the surprise is that if you don ’ t go on holiday, it suggests you ’ re up to no good. They want you to take vacations so they engatge you upfront. This also shows you what can go wrong – what happens when you don ’ t follow the policy? Peer pressure – everyone’s doing – these success stories show how people who’ve mastered this learning are now benefiting from it. (Some clients have told us, “people are bored with that risk thing – we see it in all of the compliance courses…” The peer pressure approach can be a good alternative. Or perhaps the utopian ideal if we all learn this…e.g. BIW scenario “In the ideal workplace…”) Tell a story – show the risk (Michael Allen’s famous plane crash example, which has now entered into the annals of eLearning legend. Who’s heard of it? Who’s actually seen the presentation? Who’s actually seen that eLearning? Can I show this demo – or just screen capture? (I could mask the screen capture...) all my points made at the elearning guild still stand though - got good reactions when they put it in front of target audience as a potential approach. [5:29:25 PM] Stephen Walsh: and the HR dept were nervous about the approach etc.
  • Get the learner to sit up – make them DO something right away. Get straight into the action. Ask questions – this focuses the learner’s attention on what they don’t know – and presumably what you’re going to cover in the program Find the killer fact, stat, or quote Lead with a killer mistake Some mistakes make such an impact on business performance that it’s worth highlighting them upfront to the learner. For example: “Did you know that 40% of our customers go elsewhere for services they would happily buy from us if they know we offered them?”
  • Ask provocative questions – turn things around in a surprising way. Rattle expectations a bit… Learn from the marketing team – strong visuals and text to hook the learner emotionally. ink to application share... As a first screen, it ’ s a very good attention grabber... Ask provocotavie questions.
  • Make it cognitive! Reflection counts. Let the learner think about the purpose of the interaction. And remember that interaction happens IN THE BRAIN and not just on the screen. No clicking involved. file:///C:/Documents%20and%20Settings/Cammy%20Bean/My%20Documents/Demos/Scenarios%20ASTD%20TK11/HSBC%20Communication/main.html
  • Self-Reflection scale
  • Build in opportunities for self-assessment and self-reflection. I
  • Engage through Emotions: get them feeling.
  • Put a human face to something as dry as financial regulations. When we can connect with the people in the stories, we feel their pain and we can see why this content matters.
  • Tell a story that connects to them emotionally – we remember stories better. Show the Warner Bros. opening sting.
  • file:///C:/Documents%20and%20Settings/Cammy%20Bean/My%20Documents/Demos/Barclays%20Behavior%20in%20the%20Workplace/main.html
  • Engage by Doing: get them processing/encoding and applying
  • Paul Mitchell had a series of DVD videos. Instead of just having that be a passive experience, we created note sheets for the user to download and write notes on the module. For their audience, this approach worked really well.
  • In this example, what the learner needed to be able to DO at the end of the day – was to answer other hair stylists questions. So we created a classroom scenario where they could work through challenging questions posed by their soon-to-be-students. By keeping the focus on what the learner needs to be able to DO…you make it relevant…which brings us to our next point:
  • It’s all about context. Here the learner is practicing how to quickly get their customers through the line while providing the best service. They run through the experience of servicing these four customers.
  • In this goal-based scenario the focus is on what you need to do – resources, job aids, and tutorials are off to the side for optional exploration. If you make the scenario challenging enough, then learners will need to make use of ‘ em! There’s INTRINSIC reward in figuring something out on your own. Create COGNITIVE interest.
  • In this course, you’re asked to answer key questions along the way to create your own action plan.
  • Interactive and clicky – yes. But relevant.
  • borrowing from other media, an e-Magazine style for presenting information in a structured, indexed format can work well.
  • Engage by Connecting: Add in offline human interaction!
  • They ’ re coming to get you… Take the Call to Action and make it personal. In this case, a real-live manager will follow up with the learner…
  • More call to actions...with specific links to take the experience beyond the eLearning event... ” beyond the course ”
  • Using survey monkey to get calls to action
  • This was the original content we got from them...
  • This was the original content we got from them...
  • Less is more!
  • Keep it light.
  • Keep it light.
  • It’s not about the mouse and where you click – it’s about engaging someone cognitively, getting them interacting with the content by thinking about it, reflecting on, even doing something with it.
  • Designing Engaging e-Learning

    1. 1. Designing Engaging ElearningYawn-proof your elearning without busting the bank Cammy Bean VP of Learning Design Kineo
    2. 2. At a training department near you, SMEs are handing off their slide decks.
    3. 3. You have to transform that dump into elearning.
    4. 4. You’ve got three short weeks to build it, but there’s too much to do!*Time* ticking away:
    5. 5. You want a more streamlined process and better eLearning outcomes.
    6. 6. Yawn-proof your elearning without busting the bank with these top tips.
    7. 7. How long have you beeninvolved with elearningprojects?I haven’t worked on any yet0.1-1 years2-5 years6-10 years10+ years
    8. 8. Get theirattention.
    9. 9. The Vacation Policy“In keeping with the overall control environment and to ensure compliance with internal control guidelines issued by its regulators, AceFin has a Global Investment Bank Vacation Policy. In EMEA, the requirements of this policy (which are set out below) also apply to the Private Bank, AceFin Partners and the Chief Investment Office. TSS staff are required to comply with their own LOB policy. In summary, the policy requires certain employees in sensitive positions (“Designated Employees”) to be out of the office for a specified period of time each calendar year...”
    10. 10. Make the interactionreally count.
    11. 11. Get themreflecting!
    12. 12. Get them to stop and think!
    13. 13. Ask: What did you think of that example? What did you hear?
    14. 14. Ask: What do you think of your performance? What areas do you need to work on?
    15. 15. Ask: How confident are you?
    16. 16. Let them write down their thoughts and feelings.
    17. 17. Get them feeling!
    18. 18. Make it human.
    19. 19. Put them in the story.
    20. 20. Hook them with a good story….
    21. 21. And then make them really think about it.
    22. 22. Ask provocative questions to gain interest.
    23. 23. Make it uncomfortable.
    24. 24. Get them acting!
    25. 25. Take Note!
    26. 26. Get them into the action and assess what’s going on.
    27. 27. Make it relevant.
    28. 28. And make it relevant again….
    29. 29. Drop them right into the task.
    30. 30. Create their own action plan!
    31. 31. Give them an activity to try offline.
    32. 32. Have them jot something down to create their own performance support tools.
    33. 33. Get them to identify the mistakes (the kind they’ll be likely make!)
    34. 34. Let them explore it on their own.
    35. 35. Connect withthem—that’sright, human- to-human interactivity!
    36. 36. The worksheet
    37. 37. Make contact!
    38. 38. Have them upload assignments for review.
    39. 39. Start a conversation with their manager.
    40. 40. It’s all about the people, man. Write for humans.
    41. 41. “As café staff, it’s compulsory that youmaintain quality of produce and serve it asspecified by the Quality Food Manual. Bythe end of this training you will understandhow to serve every food type according tothe standards.”
    42. 42. BORING!
    43. 43. Keep it light
    44. 44. Short, snappy, to the point. And don’t be afraid to have fun. Less of… “This e-learning module is designed to explain the principles and practical requirements of the 11 step process …” More of… “Need to get your head around our process? You’re in the right place.” Or… “Process – boring, right? Wrong. This one will help you, all 11 steps of it. See it to believe it.”
    45. 45. It could have been so much more formal...
    46. 46. Have aconversation.
    47. 47. Direct, clear, dialogue, questioning. Less of… You talking You talking “Negotiating effectively is an to me? to me? important skill that we all use on a daily basis” More of… “When was the last time you negotiated something? Maybe it was more recently than you think….”
    48. 48. Having a conversation – what’s on your mind?
    49. 49. It’s all about you.
    50. 50. Let’s review.
    51. 51. Get theirattention.
    52. 52. Make the interactionreally count.
    53. 53. It’s all about the people, man. Write for humans.
    54. 54. So what’s one thing you’lldo differently tomorrow – if anything?
    55. 55. Questions?
    56. 56. Read the guide!
    57. 57. Interact (really!!)Cammy BeanCammy.bean@kineo.comTwitter: @cammybean Twitter: @kineo LinkedIn: Elearning Professionals