In a  previous post, I suggested that we should not do the ‘click to learn more‘, as it was just about presenting content.  But we do need to present content, so what content makes sense?  Obviously, examples are one thing, but let me make the case that the ‘how to‘, the concept, should be in the form of a model.

There’s a  problem in that Subject Matter Experts (SMEs) don‘t have access to the what they do,but  they have access to what they know, so it‘s real easy to get a knowledge dump. And it‘s hard work to make sense of it, sometimes, and it‘s easier to just recite it. For example, expertise in many areas requires careful distinctions  (e.g.  such as in instructional design between the elements of learning).  However, it‘s hard for learners to acquire all those careful distinctions without the underlying rationale of how they differ.

Similarly, most procedures to do something are guided not by arbitrary reasons, but instead are sequenced because of inherent constraints.  These constraints guide the proper procedures.  There‘s a reason you do X before Y, and then a causal relationship that explains what you look for before deciding to do W instead of  Z.

Too often, I see someone presenting learners with an arbitrary list of different things, when there are conceptual reasons why they differ. Similarly, I‘ll see steps presented without a rationale for why. And in both cases, learners will remember better, and perform more robustly (particularly in environments with changes), if they have the model that explains what to do as well as the information.  While this might seem like  more  information, it‘s really not, as the model minimizes the amount of arbitrary information you present. And it leads to better outcomes, so it would be worth it anyways.

Models give us a couple of useful things; they help us explain what has happened, and predict what will happen (e.g. if we do A, we’ll see B).  Which makes us more flexible in our actions, a useful trait.  As an aside, models also can draw upon metaphors to facilitate developing a useful understanding. Whether it‘s flows, transformations, whatever, finding a concrete equivalent in the world can help recollection and application.

The problem, of course, is getting the model. It‘s not always there, nor even easily inferable.  Which doesn‘t mean you can ignore it.  The designer must be willing to work until they can understand it.  But it‘s doable, and valuable.

So, please, model your learning design on the model of good learning with models. (Ok, I went too far there :)

All too often, when I review content, I see a recurrent interaction. And I really can‘t figure out why, except a thorough lack of understanding of learning, and a determination to put interaction in regardless. Click here to learn more.

It‘s not just the next button I‘m railing about here, but instead that, on a screen, there‘ll be n things, tabs, boxes, something, with the instructions to ‘click to learn more‘. The point being that information is available but not directly. It appears that the designer has a lot of content to present, and yet just presenting lots of content is obviously wrong, so we‘ll make it more interactive by chunking it up and then showing it iteratively with clicks. That‘s more interactive, yes?  Yes, and it‘s bad. Two problems: the content, and the interactions.

First, if you‘ve got so much content to present, it‘s a strong indicator that something‘s wrong. People aren‘t good at remembering large bits of information. They retain gist, not details. If you‘re presenting a lot of content, you‘re undoubtedly presenting too many details. Put the detail in the world if it has to be accessible. And my guess is that lots of it is ‘nice to have‘, not ‘must have‘. If it really has to go in the head, you are really going to have to do a lot more than just have them read it, you’ll need drill and kill. Instead, find the core model that predicts the right actions, and have them learn the model. Then give them practice in applying it, which leads to the second problem.  Reading once just isn’t going to have much impact.

Learners should be having meaningful interaction. The learner should be using the content to do something. Which isn‘t a click each, it‘s a click the right one. It‘s making a choice, taking an action, applying the knowledge in context to make a decision. What will make a difference to the organization is not the ability to recite knowledge (leave that to videos, documents, chatbots, what have you), but instead the ability to make better decisions.

You can do the ‘reveal’ in certain circumstances, such as to present an example: present the initial situation, then reveal to show the complication, then reveal to show the solution, and the results. (Here‘s the story: click here to see the problem that arose, click here to see the alternatives considered, click here to see the decision made, click here to see the consequences). So, it might be a somewhat engaging way to present an example, but good writing would trump that. Or you might have alternative actions and click to see the consequences of that action. Which wouldn‘t make sense if there were a right answer, or you should immediately be getting them to first commit to a choice and then provide feedback.

Where does this come from? I think it comes from the fact that Subject Matter Experts (SMEs) don‘t have access to most of what they actually do, but they do have access to all they know, so they tend to put out information. There are processes to get around this, but designers have to have the gumption to stand up to knowledge dump on the part of the SMEs and fight to find out how that information is used. It‘s not necessarily easy (though it gets easier with practice), but it is necessary.

So, please, avoid the ‘click here to learn more‘ and instead look for ‘click here to choose an action to take‘.

I was asked about, in regards to the Serious eLearning Manifesto, about how people could begin to realize the potential of eLearning.  I riffed about this once before, but I want to spin it a different way.  The key is making meaningful practice.  And there are three components: align it, deepen it, and space it.

First, align it. What do I mean here?  I mean make sure that your learning objective, what they’re learning, is aligned to a real change in the business. Something you know that, if they improve, it will have an impact on a measurable business outcome.  This means two things, underneath. First, it has to be something that, if people do differently and better, it will solve a problem in what the organization is trying to do.  Second, it has to be something learning benefits from.  If it’s not a case where it’s a cognitive skill shift, it should be about using a tool, or replaced with using a tool. Only use a course when a course makes sense, and make sure that course is addressing a real need.

Second, deepen it.  Abstract practice, and knowledge test are both less effective than practice that puts the learner in a context like they’ll be facing in the workplace, and having them make the same decisions they’ll need to be making after the learning experience.  Contextualize it, and exaggerate the context (in appropriate ways) to raise the level of interest and importance to be closer to the level of engagement that will be involved in live performance.  Make sure that the challenge is sufficient, too, by having alternatives that are seductive unless you really understand. Reliable misconceptions are great distractors, by the way.  And have sufficient practice that leads from their beginning ability to the final ability they need to have, and so that they can’t get it wrong (not just until they get it right; that’s amateur hour).

Here’s where the third, space it, can come in.  Will Thalheimer has written a superb document (PDF) explaining the need for spacing. You can space out the complexity of development, and sufficient practice, but we need to practice, rest (read: sleep), and then practice some more. Any meaningful learning really can’t be done in one go, but has to be spread.  How much? As Will explains, that depends on how complex the task is, and how often the task will be performed and the gaps in between, but it’s a fair bit. Which is why I say learning  should be expensive.

After these three steps, you’ll want to only include the resources that will lead to success, provide models and examples that will support success, etc, but I believe that, regardless,  learners with good practice are likely to get more out of the learning experience than any other action you can take. So start with good practice, please!