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The roots of a great digital learning project

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A guide to getting started with digital learning and learning

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The roots of a great digital learning project

  1. 1. We will discuss … • different approaches to getting started with digital learning • figuring out your learning technology requirements • common stages of digital learning design and development projects • common pitfalls of digital learning projects
  2. 2. Why digital learning, not eLearning Digital learning is a more holistic term that takes in social learning, performance supports and blended approaches.
  3. 3. Benefits of digital learning Increased flexibility Increased effectiveness Decreased cost
  4. 4. Benefits of digital learning Increased flexibility Increased effectiveness Decreased cost Quality is often not a consideration
  5. 5. Types of digital learning asynchronous synchronous Self-paced modules Simulations and games Social learning Discussions and collaboration eBooks and resources Virtual classrooms Online meeting
  6. 6. 70:20:10 70% occurs as people engage in informal learning processes such as watching others, participating in workplace routines and undertaking challenging tasks. 20% arises from mentoring and coaching (mostly from a manager or supervisor). 10% is the result of formal courses and reading. Morgan McCall, Robert Eichinger and Michael Lombardo
  7. 7. The most effective solution will be a blend Self-paced modules Simulations and games eBooks and resources Virtual classrooms Online meeting Social learning Discussions and collaboration 70:20:10
  8. 8. What does great digital learning look like? Serious eLearning manifesto - http://elearningmanifesto.org
  9. 9. Performance Focus Not focus on awareness. Focus on changed behaviour. Meaningful to Learners Relates to what learners do with their jobs Engagement-driven Built around activities and what learner needs to do. It’s not around what they need to know. Authentic Contexts Built around scenarios and stories Realistic Decisions Activities reflect the choices and decisions an employee needs to make Individualised Challenges Challenge assessment at the start and then scenarios focus on the learner’s weaknesses Spaced Practice Broken into smaller sections and happens over time Real-world Consequences The feedback on activities creates changes to the scenario What does great digital learning look like?
  10. 10. 3 ways to start in digital learning Buy access to a content library Build your own programs Commission programs to be built for you Open Sesame Lynda.com Skilsoft Doesn’t work financially if you are a training provider Generally works better if you currently do in- house training Customised to your organisational needs Moderate quality Quality digital learning is harder to build than you would expect You would expect the quality to be higher Moderate cost Low cost Higher cost
  11. 11. I want increase the flexibility of internal training programs and improve learning transfer. Meet Max our Learning and Development Manager
  12. 12. What is your advice to Max? Build his own course Get a custom course made Buy an existing course off the shelf
  13. 13. Get started with something simple. Don’t start with your induction programs. Meet Rebecca our Digital Learning Consultant
  14. 14. Max has decided to start with a small pilot that focuses on report writing.
  15. 15. He needs to able to track who has completed the program so he decides he needs an LMS.
  16. 16. How about Moodle it’s free ... the price sounds right.
  17. 17. You pay for what you get. Totara is a version of Moodle designed for workplace learning.
  18. 18. Where to do I start with building the course?
  19. 19. This sounds like you are going to need a blend. Maybe a course that shows some examples and virtual classrooms that allows learners to review each other reports.
  20. 20. I’m going to ask lots of questions and then design some the storyboards Meet Angela the Instructional Designer for the program
  21. 21. The storyboards are the plan for the resource. Sometimes they are Word documents, sometimes they more visual
  22. 22. Who are the learners? What do they need to do?
  23. 23. Do you have great report writer I could interview? Maybe we could use the interview as a video in the resource?
  24. 24. I’m getting started by doing some quick mood boards of different visual approaches. Meet Troy the Visual Designer for the program
  25. 25. Thanks, Troy, the 1st mood board should work well for our learners.
  26. 26. Now I’m using some of the material that Angela has been working on to mockup how it works.
  27. 27. Ok, the instructional approach we going to use is a series of examples where an expert talks about a report. Over time the learner starts completing sections of the report.
  28. 28. That sounds great.
  29. 29. Max, the storyboard is ready for you to review.
  30. 30. The storyboard defines what is going to be built. Try and make sure the content is correct. Everyone that is going to be reviewing the content needs to check the storyboard.
  31. 31. I’m so pleased Max doesn’t want this authored in Totara. It means I can make some engaging interactions. The module is going to made as a SCORM object and uploaded to the LMS
  32. 32. SCORM stands for (Sharable Content Object Reference Model) Basically it’s a way to bundle up files so that the LMS can read them. Also it controls how the learning module sends information to the LMS
  33. 33. We use a mixture of authoring tools. The main three tools we use are • Storyline • Captivate • and our own custom tool
  34. 34. Now that the storyboard is reviewed and the build is underway, we can start adding more details about the virtual classroom sessions.
  35. 35. What virtual classroom tool should I use?
  36. 36. The most common 3 are GoToMeeting WebEx Adobe Connect They all have much the same features at the same price
  37. 37. The module is now ready to reviewed.
  38. 38. To really make sure the program is a success Max needs to make sure the virtual classroom sessions help learners to practice their skills.
  39. 39. What goes wrong Change is the killer of projects
  40. 40. What goes wrong • Getting the technology in place is more complex than you expect • It takes more Subject Matter Expert time than you expect • The wrong people are involved in the design and review of the program • The focus is on content not behavioural change • The programs are not marketed to the learners • The learners are not supported do the learning, this could be technical and/or manager support
  41. 41. Please stay in contact and keep the conversation going Thank you for your participation! Robin Petterd Learning Consultant M: +61 419 101 928 E: robin@sproutlabs.com.au T: @sproutlabs_au

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