Comments on: Creating Stellar Learning

By: Clark

Clark — Sat, 01 Aug 2009 14:48:04 +0000

Steve, yes, I do mean content development tools, not UI/screen layout templates. You may have a layout template as a consequence of a pedagogical choice, but I’m talking about the latter.

And, yes, I always argue that the designer has to play a more active role with the SME when fighting for good design, keeping them focused on meaningful outcomes, not just knowledge. On the other hand, SMEs are also a great source of insight into why the topic is interesting, if you can tap into it!

But, yes, there are definitely design skills that we need to develop and are not in sufficient supply! Thanks for the feedback!

By: Steve Flowers

Steve Flowers — Sat, 01 Aug 2009 01:55:07 +0000

And the trouble of SME input or stakeholder inexperience is one of many possible hindrances to a good design. Some (many) are really going to struggle with certain design styles and engagement for some or all topic / performance types simply because they aren’t built that way. I’m not built to dance, I could be taught some moves but I’ll still be a clumsy oaf. Nothing much I can do about it and that’s nowhere near as complex a creative task as building an engaging learning experience. The unvarnished truth is ugly – in many cases there’s not much we can do to improve the situation if the designer isn’t equipped to do it.

By: Steve Flowers

Steve Flowers — Sat, 01 Aug 2009 01:47:23 +0000

I think that the term ‘template’ confuses folks, particularly newer folks. Some would read that and say, hmm… we need to sharpen the UI and container bucket that we use to dump our stuff into. I’m hoping you’re referring to methods and patterns, not the screen container:) In the big picture, the decoration and arrangement of the screen container means very little when compared to the instructional and media methods, patterns, and flow. Seems like ‘patterned instructional strategy’, ‘dance steps’, or ‘recipe’ might fit better than template. Just an observation:)

By: Clark

Clark — Thu, 30 Jul 2009 20:31:57 +0000

Shelley, your problem is common. You either have to reverse engineer the SMEs work to infer the real ‘application’, or go back to them to find out.

Two answers to your question:

The first is to have design templates that scaffold developing learning that is engaging and effective. Templates often enforce the rigor of having the elements without scaffolding the underpinnings that make them work, and that’s capable of being remedied. Just recently on a project I helped refine the template and understanding thereof and the quality of the products took a huge leap.

So, the second answer is that learning to think along good design lines, while it does take practice, feedback, and time, is doable. With practice, your first drafts can come out both creatively engaging and effective. It’s a combination of a principled conceptual focus with some associated skills, and a ‘grab bag’ of tricks/examples/heuristics to make it work.

Good luck!

By: Shelley

Shelley — Thu, 30 Jul 2009 19:55:55 +0000

In my organization the dilemma of creating good learning has a couple of challenges. SMEs who want to ‘help’ by just giving us a PowerPoint (usually animated slideuments) to ‘throw’ into the LMS. Even creative materials designed by SMEs need to be crafted by ID professionals, and we need time in order to make that happen. Sometimes we don’t have a choice in that, though. I admit that we save our best design for our projects with the most impact. We usually have more leeway in the project plan for those. I think the challenge is: Given limited time and resources on a project how can you plan in advance to ensure that your learning is engaging and creates effective outcomes?