Learning Solutions_Cammy Bean_Best Practices for Accidental Instructional Designers.pptx
•
1 like•169 views
Session slides from a live, in-person session at Learning Solutions in Orlando on April 20, 2022. Many of us found our way into the corporate training/learning field quite by accident. If you're an accidental instructional designer, how do you build a career with purpose and passion?
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Similar to Learning Solutions_Cammy Bean_Best Practices for Accidental Instructional Designers.pptx
Similar to Learning Solutions_Cammy Bean_Best Practices for Accidental Instructional Designers.pptx (20)
More from Cammy Bean
More from Cammy Bean (20)
Recently uploaded
Recently uploaded (20)
Learning Solutions_Cammy Bean_Best Practices for Accidental Instructional Designers.pptx
- 1. Cammy Bean, Kineo Senior Solutions Consultant Best Practices in Instructional Design for the Accidental Instructional Designer Learning Solutions – April 2022
- 2. ONCE UPON A TIME… When I grow up, I want to be… A singer! A writer! A teacher!
- 3. BUT INSTEAD, I BECAME AN INSTRUCTIONAL DESIGNER. What’s that, Mommy?
- 4. AND I (SORT OF) GREW UP.
- 5. IT TURNS OUT, MOST OF US ARE HERE COMPLETELY BY ACCIDENT.
- 6. SO HOW DO WE CREATE AN ID CAREER FOR OURSELVES WITH PURPOSE AND PASSION?
- 8. LEARNING
- 9. CREATIVE
- 10. BUSINESS
- 11. TECHNOLOGY
- 12. THE WELL-ROUNDED L&D PROFESSIONAL NEEDS THE WHOLE PIE. LEARNING CREATIVE BUSINESS TECHNOLOGY
- 13. THOSE WHO DO IT ALL, LOOK LIKE THIS…
- 14. …ALTHOUGH THE REALITY MAY LOOK MORE LIKE THIS. Photo credit: http://www.flickr.com/photos/creative_tools/4324925700/
- 15. ENJOY YOUR SLICE OF PIE. BUT BE SURE TO DEVELOP NEW TASTES.
- 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. 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 and did it on time! You got rave reviews (people were engaged!) You had measurabl e IMPACT!
- 18. 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 …
- 19. AND MORE OF THIS…
- 20. 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
- 21. 1 . U S E L E A R N I N G M O D E L S
- 22. Draw a House (in 60 seconds – go!)
- 23. Draw a House (in 60 seconds – go!)
- 24. 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.
- 25. 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
- 26. SOME LEARNING MODELS WE USE… Knowledge & Skills Builder Guided story Goal-based scenarios Show me, try me, test me Mentored task eMagazine
- 28. 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 .
- 29. Julie Dirksen * Is it reasonable to think someone can be proficient at this task without practice? http://usablelearning.com
- 30. 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. 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 .
- 33. PUT IN CONTEXT AND TELL STORIES.
- 35. PROVIDE OPPORTUNITY FOR PRACTICE.
- 36. Solving complex problems & changing behavior?
- 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. TRY BRANCHING SCENARIOS, IMMERSIVE EXERCISES, INTERACTIVE VIDEO, ONGOING LEARNING CAMPAIGNS.
- 39. 2 . G E T T H E T O N E R I G H T
- 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. • “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. 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. 2 Set direction 3 Present information 4 Exemplify and practise 5 Assess and Summarise 6 Action and support 1 Get attention
- 45. 3 . R E D E F I N E I N T E R A C T I V E
- 46. 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 ?
- 47. IS THIS WHAT YOU MEAN? N E X T
- 48. INTERACTIVITY LIVES ON A SPECTRUM.
- 49. FROM PASSIVE ACTIVITIES TO COMPLETE USER CONTROL AND FREEDOM.
- 50. WHY DO WE THINK WE NEED IT IN OUR E-LEARNING? WHY DOES E-LEARNING NEED TO BE INTERACTIVE?
- 51. 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…..
- 52. BUT BEWARE THE DANGERS…
- 53. 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
- 55. 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
- 56. LET’S NOT FORGET THE BEST TOOL WE HAVE. Make ‘em cogitate!
- 57. SO WHAT CAN INTERACTIVITY LOOK LIKE? (THE KIND WE CAN DO WITHOUT BLOWING OUR BUDGETS?)
- 60. ASK “WHAT DO YOU KNOW?”
- 61. 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 .
- 62. HAVE THEM REFLECT ON THEIR OWN PERFORMANCE.
- 63. HAVE THEM WRITE IT DOWN.
- 64. GET THEM FEELING: IMMERSE THEM IN AN UNCOMFORTABLE SITUATION. AND MAKE IT EMOTIONAL.
- 65. GET THEM FEELING: PUT THEM IN THE STORY
- 66. AND MAKE IT A GOOD STORY.
- 67. GET THEM ACTING.
- 68. 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 .
- 69. TAKE NOTE!
- 70. PUT THE CHALLENGE IN CONTEXT.
- 71. ASK “WHAT WOULD YOU DO?”
- 72. HAVE THEM CREATE THEIR OWN ACTION PLAN.
- 73. 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 .
- 74. GIVE THEM ASSIGNMENTS TO UPLOAD FOR PEER REVIEW.
- 75. 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.
- 76. 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.
- 77. MAKE IT MORE INTERACTIVE. GET THEM…. Reflecting Feeling Acting Connecting
- 78. 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
- 81. HEY, LOOK! I WROTE A BOOK! td.org/accidentaldesigner. And on Amazon!
- 82. Cammy Bean email: cammy.bean@kineo.com twitter: @cammybean blog: http://cammybean.kineo.com
Editor's Notes
- Those of us who work as a one-person eLearning shop have a bit of a challenge – somehow you need to represent all of these pie slices. If you can do that all really well – you’re some kind of superhero.
- If not then you may be falling flat in some way OR you’re getting help from outside of your organization – getting the input of external experts to help you fill out those other pie pieces. Photo credit: http://www.flickr.com/photos/creative_tools/4324925700/ CreativeTools.se - PackshotCreator - 3D print - ZPrinter - Super hero
- If you’re happy with your part of the pie, by all means, find the right place in the universe for you so that you can focus on that craft and hone your skills. Keep your own professional development in mind. Learn what you need to about the other pieces in order to get better at your own passion, but don’t get watered down. Nobody likes watery pie. But the challenge to each and every one of us in the room to go out and learn more about the other pieces of pie – the ones that you’re perhaps not as drawn to, the ones that scare you. Photo credit: Pecan Pie with Coffee by Steve Snodgrass
- Someone will come to you and say 'build me an elearning’ You put in a lot of time and effort. only to find out that what you did.... doesn't match their expectations at all So you need blueprints, the same language, and more to be sure you’re on the same page.
- Someone will come to you and say 'build me an elearning’ You put in a lot of time and effort. only to find out that what you did.... doesn't match their expectations at all So you need blueprints, the same language, and more to be sure you’re on the same page.
- Whatever learning model you choose to use, there are some components that we think should always be present in the most effective learning experiences: the Start and the Finish. Sandwiched between this beginning and end you’ll find our learning models – where the core learning takes place. It’s the filling that you choose that makes each learning experience fundamentally different from each other. Why Learning Models? They allow you to borrow your own great designs – which will save you time and budget. They help you identify the right design approach for the content and performance goals you’re trying to solve for.
- As you begin designing the learning experience, work with your subject matter experts and stakeholders to determine the desired outcomes. My favorite question: What do you want the learner to be able to do after completing this program? Sometimes the answer is surprising: “Oh, I really want them to know who to contact if they think their computer has a virus.” Or “I want them to tick off that box in the LMS so we can show that they looked at the information.” It’s not always straightforward, but it’s important to get the right model that’s fit for purpose. This is back to the standard starting question: What problem are we trying to solve? It’s all too common to see solutions that don’t really fit the problem. Have you ever seen a program that really just needed to raise awareness and communicate some fairly simple information, but where the designer chose a needlessly complex learning model filled with interactive case-based branching scenarios? Or where the desired outcome was a true behavioral change and all the program did was share information? So take care not to over or under-design for the need you’re facing. As you start making design decisions first have these high level learning models in mind. Ask “Is this program mainly about sharing information, building knowledge and skills, solving complex problems or creating a change in attitude or behavior?”
- In software engineering, a design pattern is a general reusable solution to a commonly occurring problem within a given context in software design. A design pattern is not a finished design that can be transformed directly into code. It is a description or template for how to solve a problem that can be used in many different situations. Patterns are formalized best practices that the programmer must implement themselves in the application. At a higher level there are architectural patterns that are larger in scope, usually describing an overall pattern followed by an entire system.[2] http://en.wikipedia.org/wiki/Software_design_pattern
- Understand and know are somewhat lame learning objectives as they’re hard to assess. As a responsible instructional designer, you should dig deeper to find out if there’s more below the surface here. Is there really a skill-based objective that would require some practice? Or is it really this simple? Presentational and informational models are the right choice when the content is simple to understand and the risk due to errors is relatively low. And be prepared to put your marketing hat on—to think like an ad agency and make content that is compelling and well-presented. Information models work really well in e-learning as the learner gets to decide what they need to know. Go for user driven models where the learner can explore the content at their own pace. Think open, browsable experiences like eMagazines or open menus that allow learners to dive into a process or flow. When to use information and awareness models: When the content is simple and easy to understand When the risk of making mistakes is low When information can be easily accessed through performance support tools like job aids at the moment of need Where true practice isn’t required
- “They need to know that we have a new policy.” “They need to be aware of the risks of clicking on links in emails.” “We want people to know what our division does.” “We need an overview of our products, no skills taught or assessed.” “It’s an introduction to our new 401K program.”
- http://usablelearning.com
- When you want the target audience to improve their knowledge and skills, then the need to check understanding and provide feedback on performance within the program is crucial. Information and communication programs may not have assessable learning objectives, but skill builders definitely do. You need to ensure the learner comprehends the material and also provide them with the mechanisms to retain this knowledge or skill. You might call this practice. The key here is all about application and building skills that the learner can take out to the real-world and perform when it matters.
- Let people experience the consequences.
- BP continuous improvement – unconventional way of setting out what the module is about – AD and messages working together, it’s about a journey to improvement
- Keep it light.
- It’s not about clicking next to continue. It’s about what happens in between.
- Interactivity lives on a spectrum of learner control and user freedom.
- “Passively” watching a video with no controls over audio or video. Although tv watching has increasingly become an interactive exercise as we tweet and post to facebook about the shows we’re watching. And yes, you do have a remote to turn it off and on…or now to even select what on-demand show to watch. Immersive 3D world where you have complete control over what you do and where you go Screen shot: http://us.battle.net/wow/en/media/screenshots/screenshot-of-the-day/cataclysm?view#/cataclysm-ss1310 Cognitive Fidelity: A representation of a complex system that helps users to understand the system. This representation does not necessarily give an exact description of the system's actual working <Brown1986>. Cognitive fidelity should enhance a user's capability to construct a mental model of a system. http://l3d.cs.colorado.edu/jargon.html Cognitive Fidelity – does it map to the problem-solving process? Contextual Fidelity – does it map to the on-the job performance environment? Potentially novice learners might require more contextual fidelity… Games – exposure games for contextual or cognitive fidelity…create a fantasy game that provides cognitive fidelity (e.g., make a “I have a few theories about cognitive fidelity (the process by which a game represents the content in high fidelity, but not necessarily the context - and that those might be just as good for transfer...and example might be using the lean six sigma process to build a weapons system that will defend the earth from the impending alien attack...same process that you would follow and therefore high cognitive fidelity, but low contextual fidelity because its not a realistic situation...however in my area where we teach so many multidisciplinary fields (navy, air force, marines) who have their own weapons systems process its hard to build a game that doesn't violate at least one of their rules, so by creating a fantasy environment I bypass their context, and hopefully lead to learning that is more readily transferrable because its context agnostic.) “ ~ Alicia Sanchez Enter search text into a search field, answer an MCQ.
- Drill and kill is one way to get learners to practice your content. And practice, is good, right? Well, not always. When we force learners to practice without context, they’ve memorized facts but may not be able to apply them correctly in context. This is why Jeopardy Games are for the most part useless as learning tools. Unless you’re a noted game show host, you’re day job isn’t working at a Jeopardy Board. We need to provide more contextual opportunities for drill exercises that will help the learner both retain and apply the knowledge they are practicing. Sebastian Deterding calls this a“disconnected challenge”. “So I have actually used a lot of those types of games (The skiing example) for kill and drill type things. Memorization, vocabulary retention that kind of thing. That is pretty much the limit of their applicability. The types of games that have the most beneficial performance based impacts are experiential games, where the player is allowed to actually participate in the content and make some decisions on their own.” ~ Dr. Alicia Sanchez Jeopardy: http://www.c3softworks.com/products/classroom/bravo-classroom/index.html#4 Spin the wheel: http://www.raptivity.com
- Think about the interaction – Relevant clicking should enhance the instruction and helped the learner make real connections
- 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.
- 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.
- Build in opportunities for self-assessment and self-reflection.
- 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.
- 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.
- This is a game-based approach, good for practicing systems and service skills together
- Engage by Connecting: Add in offline human interaction!
- More call to actions...with specific links to take the experience beyond the eLearning event...”beyond the course”
- Any questions?