The document discusses challenges with eLearning and provides tips for improving eLearning design and implementation. It notes that while eLearning can be flexible, many users dislike it. To address this, it examines how to determine the best training approach, optimize eLearning for working memory limitations, incorporate examples and practice, and provide feedback. It also covers determining access methods, organizing content, and communicating courses to learners through multiple impressions over time. The goal is to engage learners and turn them into advocates for eLearning.

1. ELearning Design
and Rollout
By Jen Milner

2. The Challenge
ELearning can be flexible,
convenient, scalable,
consistent, and designed to
meet user needs.

3. The Challenge
But many users don’t
like eLearning.

4. The Challenge
44% of L&D leaders say their staff are
reluctant to engage with online learning.
Source: Tauber, Todd. “3 Marketing Lessons for Learning & Development.” Bersin by Deloitte. 2014.

5. The Challenge
When people are asked how they prefer
to learn in the workplace, eLearning
comes in below meetings and memos.
Source: Tauber, Todd. “3 Marketing Lessons for Learning & Development.” Bersin by Deloitte. 2014.

6. The Challenge
This is a big problem because eLearning is
becoming more common.
We need to do better.
Source: Tauber, Todd. “3 Marketing Lessons for Learning & Development.” Bersin by Deloitte. 2014.

7. Analyze
Design
Develop
Implement
Evaluate
We’ll look at some resources
and tips that can help us
make better eLearning.

8. Designing eLearning

9. Source: http://blog.cathy-moore.com/2013/05/is-
training-really-the-answer-ask-the-flowchart/
ELearning may not always be the
answer. Cathy Moore has
developed some questions to
help you determine the best
approach for your training need.

10. Designing eLearning
Is there a measurable goal?
Focus on specific tasks or
concepts related to goal.
Courses are shorter
and more targeted.
Learners stay
engaged.

11. Designing eLearning
Do learners need skills or
knowledge to meet this goal?
If there is a
skills gap...
eLearning can
provide
opportunities to
practice.
If there is a knowledge
gap...
If knowledge needs
to be memorized,
eLearning can help
learners retain.
Otherwise, consider
a job aid or other
resource.

12. Designing eLearning
Is the problem cultural or caused
by lack of motivation?
Can training
change the
culture?
If not, address
underlying
issues.
Is the lack of motivation due to
lack of skills or knowledge?
If yes, training
can help.
If not, find
another way.

13. Designing eLearning
Let’s look at several training requests and see what questions we could ask to
determine the best approach.

14. Designing eLearning
Training Request: Our entire user guide needs to be
delivered as eLearning organized by screen and
covering all buttons and fields.
In this example, clarify the business goals and focus
on what learners need to be able to do to meet those
goals.

15. Designing eLearning
Training Request: We need eLearning for our
customers on submitting and tracking issues on our
support portal.
In this example, submitting and tracking issues
hopefully isn’t something learners need to do
everyday and is a simple process. Another approach is
probably best here.

16. Designing eLearning
Training Request: We need eLearning for our support
team on responding to and resolving issues on our
support portal.
If this is something the support team does regularly,
eLearning could give them opportunities to work
through common scenarios and practice the portal
tasks they need to complete.

17. Designing eLearning
Training Request: Our emergency room doctors and
nurses need training on new documentation
guidelines.
For a busy audience like ER staff, it’s especially
important to keep courses targeted and concise. How
do these guidelines tie to our goals? How do they
impact learners on the job?

18. Designing eLearning
Training Request: We need to teach product admins
how to create custom reports and dashboards.
If this is something admins do regularly, eLearning
could give admins opportunities to practice the steps
for creating reports and to explore some common
examples.

19. Designing eLearning
Training Request: Product admins also need to know
about the database tables available for reporting.
Is this something admins need to memorize? If not,
consider another approach, such as a job aid. If we
create the course requested on the previous page, we
could introduce the tables and job aid there.

20. Designing eLearning
Now that we’ve identified projects appropriate for eLearning, what limitations are we
likely to face as we move forward with development?

21. Designing eLearning
One limitation that we often overlook is
our capacity to learn.

22. Novice to Expert
Designing eLearning
Have you learned something new recently? How did it feel?
Long-term memory has a huge capacity for information. During
learning, processing in working memory produces new or
expanded patterns in long-term memory, which can be brought
back into working memory when needed.
Any task repeated hundreds of times becomes hardwired into
long-term memory, and automatic tasks can be performed with
little or no working memory. This allows experts to save working
memory for problem solving, multitasking, complex tasks, etc.
Source: Clark, Ruth Colvin. Evidence-Based Training Methods: A Guide for Training Professionals. Alexandria, VA: ATD Press, 2015. Print.

23. Designing eLearning
Working Memory
Active
Processor
Where problem solving,
thinking, and learning take
place
Limited
Capacity
Capacity of 3-5 chunks of
information
Dual
Channel
Separate systems for:
• Audio (reading a word)
• Visual (seeing a picture)
Topics encoded two ways are
easier to remember.
Until we get learners to expert status, we
need to focus on working memory.
We can easily overload working memory
with too much content, unfamiliar terms,
lengthy lectures, etc.
Source: Clark, Ruth Colvin. Evidence-Based Training Methods: A Guide for Training Professionals. Alexandria, VA: ATD Press, 2015. Print.

24. Designing eLearning
The amount of effort being used by
working memory is called cognitive load,
and there are three types.
When intrinsic load is high, do everything
you can to reduce external cognitive load
and promote germane cognitive load.
Source: Clark, Ruth Colvin. Evidence-Based Training Methods: A Guide for Training Professionals. Alexandria, VA: ATD Press, 2015. Print.

25. Developing eLearning

26. Developing eLearning
• Relevant graphics improve learning of novices.
• Avoid identical narration of written text.
• Chunk text into small segments.
• Apply methods to manage cognitive load.
• Use high fidelity examples to illustrate routine
tasks.
• Provide examples for novice learners.
• The best learning comes from relevant
behavioral engagement with feedback.
• Provide guided practice.
• Organize behavioral engagement in the form
of practice exercises.
• Break large tasks into sub-tasks, but teach
context of the whole.
• Teach important concepts before the
procedure.
• Identify sufficient scenarios to reach
competency.
• Ensure sufficient guidance.
• Provide opportunities for explicit reflection.
Ruth Clark has a number of tips for creating better eLearning based on research, but a
better way to explore them is by looking at an example.
Source: Clark, Ruth Colvin. Evidence-Based Training Methods: A Guide for Training Professionals. Alexandria, VA: ATD Press, 2015. Print.

27. This is a course developed
for medical staff about
using a new program to
triage patients coming into
the ER.

28. This slide welcomes learners
to the course and introduces
the system functions.
Make training personable
with a conversational tone.
Use first and second person,
polite phrases, instructors
as hosts, and narrative
writing.
Promote deeper learning by
adding visuals to text, but
minimize visuals unrelated
to the instructional goal.
They can interrupt the
instructional message.

29. Learners explore the steps
to complete patient triage
in the system. Narration
provides a description, and
key points are shown
onscreen with a screenshot.
Keep explanations concise.
Use just enough words to
present content.
Explain visuals with audio
narration rather than text to
maximize visuals.
Align text close to the
relevant portion of the
visual.

30. Next, learners explore the
whole triage screen. This
slide is overwhelming, and
there are too many items.
Segment content into
smaller chunks that can be
accessed by the learner at
their preferred pace.
While learners can explore
the field explanations here
at their own pace, it’s
unlikely that they will. It
would have been better to
split this into sections, and
then have learners explore
each section.

31. Next, the narration walks
learners through triaging a
patient in the system.
Learners complete the steps
with guidance and
explanation.
Incorporate examples and
models, especially for
novice learners. Make your
examples and models
interactive.
For routine tasks, create
demonstrations that mirror
the context of the
workplace.

32. Save time and improve
learning by replacing
practice exercises with
worked examples. A worked
example is a demonstration
that the steps the learner
must take to complete a
task or solve a problem.
Worked examples lead to
better learning than
practice exercises alone.

33. The course ends with a
multiple choice question on
the course content. What’s
wrong with this approach?
Incorporate the context of
the job to build practice
exercises that require
application rather than
recall of content.
Distribute practice within
your lessons and
throughout your content
rather than grouping them
together.

34. The feedback on this slide is
a missed opportunity.
Provide detailed task-
specific feedback to practice
exercises that explains why
a response is correct or
incorrect.
For procedural tasks, step-
by-step feedback is
generally better than end-
of-problem feedback.

35. Implementing eLearning
Determine access methods
Communicate to customers

36. Determine Access Methods
Increase
access
Organize
around key
demographics
Create a
central hub
Eliminate
unnecessary
material
Monitor use
Loading a course on your LMS is not
enough to engage learners. Think about
how you’re using your LMS and how
you’re marketing your courses.
Source: “Driving the Consumption of L&D Solutions.” CEB L&D Leadership Council. 2013.

37. Determine Access Methods
A learning ecosystem approach can help
you figure out what to include in your
learning hub or portal.
Performance
Support
Knowledge
Management
Access to
Experts
Social
Networking
Structured
Learning
Human
Resources

38. On Optum’s LMS, we
worked to organize
resources into programs
based on roles.
We couldn’t move all
elements our learning
ecosystem to the LMS
(documentation,
support, etc.), but we
could list available
resources and provide
links and instructions for
access.

39. Communicate to Customers
Next, think about how you’ll market your
course to learners and other key
stakeholders.
Source: Tauber, Todd. “3 Marketing Lessons for Learning & Development.” Bersin by Deloitte. 2014.

40. Communicate to Customers
It takes dozens of impressions to convert
prospects into customers and great
experiences to turn them into advocates.
Source: Tauber, Todd. “3 Marketing Lessons for Learning & Development.” Bersin by Deloitte. 2014.

41. Communicate to Customers
0
500
1000
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2000
2500
3000
3500
4000
Here is an example of our rollout for the
Computer-Assisted Coding product
• For the pilot, we enrolled several hundred
employees from the implementation team. We did
an email blast to employees and managers, and we
joined several staff meetings to present on the
available training.
• For the external release, we enrolled external users
and timed an email blast to a product release. We
also provided implementation teams with materials
to promote the courses to users.
• We knew the ICD-10 rollout would be a big need for
our users, so we proactively developed courses on
ICD-10 functionality. We did a series of email blasts
starting several months before the ICD-10 deadline.
Pilot with
internal users
Release of new
version
Launch of ICD-
10 courses

42. Thank you!
Share your experience on LinkedIn:
http://linkedin.com/groups/119899