mit elearning design workshop day
DESCRIPTION
Slides from a daylong workshop at MIT for internal elearning designers.TRANSCRIPT
Design Workshop Day
Get lots of free stuff on the Kineo website: www.kineo.com
email: [email protected]
Twitter: cammybean
My Blog : http://cammybean.kineo.com/
What is elearning today?
A look at process
Conceptualizing a design
Lunch 12:30-1:30
What can it look like? Demos!
Elearning Extreme Makeover
Questions & Next Steps
Today 9:00-4:00
What is elearning today?
What do you expect out of a learning experience?
What do you want an MIT learning experience to look like?
What do you bring to the table?
Learning & Pedagogy
Creative
Technology
Business
Business Technology
CreativeLearning & Pedagogy
*Big hat tip to Ellen Wagner for this model
(@edwsonoma, Sage Road Consulting)
http://www.flickr.com/photos/creative_tools/4324925700/
Learning & Pedagogy
Technology
To e or not to e?
A look at process
Development TimeA six day project
Day 0 Day 3 Day 6
A more typical project...
Prototyping
Build initial section
– Create skin– Write short section– Build prototype section– Review and amend prototype– Agree and sign off
Lunch!
Conceptualizing a design
Content Analysis
Write Learning
Objectives
Develop a Game plan
Map Objectives
to Play Types
Decide on Delivery
Mechanism
Pick PlaysScope
ContentDesign Review
Meeting
Draft Script
Who is the learner?
What do you want them
to be able to DO?
What’s your game plan?
Model Best for... Suitable for…
Knowledge and skill builder model
Systematic knowledge building and getting learners to demonstrate understanding – a more traditionally didactic model (i.e., tell and test)
• Technical
• Policies, processes and procedures
• Induction
Scenario model Applying learning in context and through mistakes, strong connection with workplace practice – a more inductive learning model (i.e., test and tell)
• Technical
• Policies, processes and procedures
• Decision-making
• Soft skills
Systems training model Show Me, Try It, Test Me simulations
• Systems skills
[
Knowledge and Skill Builder
a.k.a. “tutorial”
2 Set direction
3 Present information
4 Exemplify and
practice
5 Assess and Summarize
6 Action and support
1 Get attention
Get attention
2 Set direction
3 Present information
4 Exemplify and
practice
5 Assess and Summarize
6 Action and support
1 Get attention
Set direction
2 Set direction
3 Present information
4 Exemplify and
practise
5 Assess and Summarise
6 Action and support
1 Get attention
Set direction
2 Set direction
3 Present information
4 Exemplify and
practise
5 Assess and Summarise
6 Action and support
1 Get attention
Set direction
2 Set direction
3 Present information
4 Exemplify and
practise
5 Assess and Summarise
6 Action and support
1 Get attention
2 Set direction
3 Present information
4 Exemplify and
practice
5 Assess and Summarize
6 Action and support
1 Get attention
Present information
2 Set direction
3 Present information
4 Exemplify and
practise
5 Assess and Summarise
6 Action and support
1 Get attention
Present information
2 Set direction
3 Present information
4 Exemplify and
practise
5 Assess and Summarise
6 Action and support
1 Get attention
Present information
2 Set direction
3 Present information
4 Exemplify and
practise
5 Assess and Summarise
6 Action and support
1 Get attention
2 Set direction
3 Present information
4 Exemplify and
practice
5 Assess and Summarize
6 Action and support
1 Get attention
Exemplify and practice
2 Set direction
3 Present information
4 Exemplify and
practise
5 Assess and Summarise
6 Action and support
1 Get attention
Exemplify and practice
2 Set direction
3 Present information
4 Exemplify and
practise
5 Assess and Summarise
6 Action and support
1 Get attention
Exemplify and practice
2 Set direction
3 Present information
4 Exemplify and
practise
5 Assess and Summarise
6 Action and support
1 Get attention
Exemplify and practice
2 Set direction
3 Present information
4 Exemplify and
practise
5 Assess and Summarise
6 Action and support
1 Get attention
Exemplify and practice
2 Set direction
3 Present information
4 Exemplify and
practise
5 Assess and Summarise
6 Action and support
1 Get attention
2 Set direction
3 Present information
4 Exemplify and
practice
5 Assess and Summarize
6 Action and support
1 Get attention
Assess
2 Set direction
3 Present information
4 Exemplify and
practise
5 Assess and Summarise
6 Action and support
1 Get attention
2 Set direction
3 Present information
4 Exemplify and
practise
5 Assess and Summarise
6 Action and support
1 Get attention
Summarize
2 Set direction
3 Present information
4 Exemplify and
practice
5 Assess and Summarize
6 Action and support
1 Get attention
2 Set direction
3 Present information
4 Exemplify and
practise
5 Assess and Summarise
6 Action and support
1 Get attention
Action
Support
Top Tips for Designing Elearning
Kineo Learning Design Principles
• Goal-oriented. Address a goal that learners care about. Show what they will get from the eLearning right from the start, show it is worth looking at.
• Relevancy-oriented. Engagement is about relevance, not just look and feel. Make the learning directly relate to day-to-day activities.
• Practical. Show things that people can do immediately after going through the eLearning.
• Story-based. Show real examples with relevant stories.
Get their attention.
2 Set direction
3 Present information
4 Exemplify and
practice
5 Assess and Summarize
6 Action and support
1 Get attention
Case Study: The Vacation Policy
“In keeping with the overall control environment and to ensure compliance with internal control guidelines issued by its regulators, AceFinancial 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, AceFinancial 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...”
2 Set direction
3 Present information
4 Exemplify and
practise
5 Assess and Summarise
6 Action and support
1 Get attention
Object to learning objectives.
Traditional objectivesAs a result of attending this session you will be
able to:• Identify three case studies of Fortune 1000 companies who
are successfully using social learning models• Define the three models of social learning and how these map
to specific strategies and tools• Evaluate the pro's and con's of different social interventions
as solutions to specific kinds of learning challenges• Describe their own personal experience in using social media
as a practitioner
2 Set direction
3 Present information
4 Exemplify and
practise
5 Assess and Summarise
6 Action and support
1 Get attention
Set direction
2 Set direction
3 Present information
4 Exemplify and
practise
5 Assess and Summarise
6 Action and support
1 Get attention
Get the best stories.
Make it hurt so good.
Do your programs always include a FINAL TEST?
No, that’s too much work ;)Yes, otherwise how can we be sure they’ve learned?Depends on the content.I have no idea!
Question 1 of 524:
1. There are ___ Customers types serviced by ACME.
Question 2 of 524:
These customer types are i. ________ ____ ______;
ii. _____ ________ _____ ;
iii. ________ ____ _____;
iv. ______ _______ ________ (___) ____________; and
v. ______ __________ ____ _______ ____ _____.
Question 3 of 524:
True or False?
Small Business Owners would benefit from the service ACME offers of managing money and good accounting records
“If I had to live my life again, I'd make the same mistakes, only sooner.”
~ Tallulah Bankhead
Don’t be tone deaf.
“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.”
BORING!
“Our specials today are cold baked beans, burnt toasties and delayed jacket potatoes.
Oh, and we have no soup. (We forgot to put it on.)
Anything take your fancy?
Customers expect great hot food at our café - they know it’s made from our own high quality M&S produce. To be a hot food hero, you need to present it, cook it, and serve it perfectly.”
True Confessions Time:
What’s the most boring training program you’ve had to take or create?
Our 5 rule frameworkTone matters – no matter what the content.
We’ve put together a 5 rule framework to help you write engaging, exciting and yawn proof content.
Our 5 rule framework
1.Keep it light2.Give it spirit3.Have a conversation4.Call for action5.Be adult
1. Keep it light
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.”
“If I'd had more time, I would have written a shorter letter.”
T.S. Eliot Mark Twain
Blaise Pascal
Any challenges that you can see with trying to keep it light at MIT?
2. Give it spirit!
Make it energetic, driven, engaging.
Less of…“Now that you have covered the basics of customer service, in the next section you will learn how to deal with customer issues.”
More of…“You’re one step away from maximising your skills, but there’s a problem – a customer one in fact. Click next to put your service skills to the test.”
3. Have a conversation.
Direct, clear, dialogue, questioning.
Less of…“Negotiating effectively is an important skill that we all use on a daily basis”
You talking to me? More of…
“When was the last time you negotiated something?
Maybe it was more recently than you think….”
4. Call for action!
Give direction, focus on actions and tasks – it’s what happens next that counts.
Less of…“You’ve now completed this section on PBX sales. Go back to the menu to make another selection.”
More of…“Now review your own client list. Who could benefit from the PBX product? Plan the time to call them now.”
5. Be adult.
Learners are busy professionals – treat them that way. Adult to adult - don’t patronise.
Less of…
“By now you have learned…”“You must do…”“This will take 90 minutes”
More of…“Take 5 minutes to find out how to run effective meetings.”
What does it look like?
Light touch – colloquial
A little pun – links to later content
It could have been so much more formal..
Getting to the point quickly
Set up in 3 sentences. Professional, to the point,
not a word wasted.
Having a conversation
• Can I ask you an interesting question?• Can I tell you a story?• Can I take you on a journey?*
I don’t know – can you?
*metaphorically. Not in a weird way.
Having a conversation – what’s on your mind?
Not ‘Does O2 offer technical support?, but…
The question is conversational - dialogue
with the learner
Easy tigerThe question has narrative and pace
It’s all about you
A more relaxed tone than you expect in compliance.
Light touch but gets the point across
You want actions? I’ll give you actions…
Each one about action
It doesn’t have to be clever – just clear
Crisp and professional Things that real people care about - not stiff learning objectives.
Let’s review the 5 rule framework
1.Keep it light2.Give it spirit3.Have a conversation4.Call for action5.Be adult
Make the graphics count.
Think outside the course.
2 Set direction
3 Present information
4 Exemplify and
practise
5 Assess and Summarise
6 Action and support
1 Get attention
Space out.
Let’s review!
Get their attention.
Object to learning objectives.
Get the best stories.
Make it hurt so good.
Don’t be tone deaf.
Make the graphics count.
Think outside the course.
Space out.
What can it look like?Demos!
Elearning EXTREME MAKEOVER
Next Steps
Get lots of free stuff on the Kineo website: www.kineo.com
email: [email protected]
Twitter: cammybean
My Blog : http://cammybean.kineo.com/