Search Results for: engagement

I regularly rail against cookie-cutter learning design, boring elearning, etc.   I like to blame it on designers who don’t know the depths of learning behind the elements of design, and perhaps also on managers who don’t work to ensure that the learning objectives are tied closely to meaningful business outcome.   And I think that’s true, but of course there’s another culprit as well: clients who just ask for the same old thing!

I regularly work with a couple of partners who use me when there’s a need to go to the ‘next level’, whether it’s to mobile, pushing the engagement envelope, or working more strategically (that’s one of the way I help clients, too).   However, too often they’re just asked to turn content into courses, and the clients don’t care that the learning objectives in that content are too low-level, too knowledge-focused, completely abstract or de-contextualized, and generally not meaningful.   Now, my partners generally push back a bit, trying to help the client realize the value of a deeper design, but many times the client doesn’t want to put any more money in, doesn’t want to think about it, they just want that course up with a quiz (even with a pre-test!, *shudder*).   And my partners will go along, because creating elearning is their business and they can’t just turn away work.

And I’ve heard that from in-h0use departments as well.   As one of the attendees at my strategic elearning workshop a couple of months ago said, the managers from other business units say “just do that stuff you do” and don’t want any deeper thought into it.   They want it fast, based upon the content, and apparently don’t care that it isn’t going to lead to any meaningful change.   Or don’t know the difference. Hey, they learned that way, so it must be OK, right?

However, I think we owe it to the learners, to those clients, and to ourselves to start educating those clients, internal or external, about good learning.   You’ve got to know it yourself first, of course, but once you’re doing it anyway, there’s really no extra overhead at the first level.   But you want to start pushing back: “what’s the behavior that needs to change/”, or “what decisions do they need to be able to make that they can’t make correctly now?”   And, we need to ask “how will you know that it’s changed? What are the metrics that you’re trying to impact?”   Once you’ve got them thinking about measurable change, you have the opportunity to start talking about meaningful impact and good design to achieve outcomes.

Frankly, you can’t complain about relevance to the organization if you’re not fighting to achieve better outcomes, ones that matter.   So, educate yourselves, improve your processes, and then fight to be doing more meaningful stuff.   Hey, we’re supposed to be about learning, and marketing our services is really about good customer education! Get them educated, and get to be doing more meaningful and consequently rewarding design.

On my last post, I got a comment that really made me think.   The problem was content coming as PPTs from SMEs, and the question was poignant: “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?”   I commented a reply, but I’d like to elaborate on that.

I like the focus on the ‘planning’ part: what can you do up front to increase the quality of your learning outcomes?   It’s a recursive design problem: people need to be able to design better, what training, job aids, tools, and/or social learning can we develop to make this work?   Having just done this on a project where a team I was a member of   were responsible for generating a whole curriculum around the domain, I can speak with some confidence about how to make this work.

First, are the tools.   Too often, the templates enforce rigor around having the elements, rather than about what makes those elements really work.   So, on the project, I not only guided the design of the templates, but the definitions associated with the elements that helped ensure they accomplished the necessary learning activities.   For example, it’s no good to have an introduction that doesn’t activate the relevant prior experience and knowledge, doesn’t help the learner comprehend why this learning is important, or even accomplishes this in an aversive way (can you say: “pre-test“?   :).   This is the performance support component, that helps make it easy to do things well and more difficult to do the wrong thing.   Similarly with ensuring meaningful activity in the first place, etc.

Next is the understanding.   This comes both by creating a shared understanding in the team, and then refining the process, making the outcome a ‘habit’.   First, I’d worked with some of the team before, so they shared my design principles, then I presented and co-developed with the client that understanding.   Then, as first draft content came out, I’d critique it and used that to tune the template, and the understanding amongst the content developers.

The involvement in refining the design process took some time, but really paid off as the quality of the resulting output took a steep increase and then stabilized as good quality learning experience yet reproducible in a cost-effective way and sustainable and manageable way.

As I’ve mentioned before, the nuances between bad elearning and really effective and engaging content are subtle to the untrained eye, but the outcomes are not, both subjectively from the learner’s experience, and objectively from the outcomes.   You should be collecting both those metrics, and reviewing the outcomes, as they both provide useful information about how your design is working (or not) and how to improve it.

If it matters, and it should, you really should be reviewing and tuning your processes to achieve engagement and learning outcomes.   It’s not more expensive, in the long term, though it does take more work.   But otherwise, it’s just a waste of money and that is expensive!   You’ll end up in the situation Charles Jenning’s cites, when”you might as well throw the money spent on these activities out the window.”   Don’t waste money, spend the time assuring that your learning design processes achieve what they need to.   Your organization, and your learners, will thank you.

Previous Series Post

This is the last formal post in a series of thoughts on some broken areas of ID that I’ve been posting for Mondays.   The intention is to provide insight into many ways much of instructional design fails, and some pointers to avoid the problems. The point is not to say ‘bad designer’, but instead to point out how to do better design.

We’ve been talking about lots of ways instructional design can be wrong, but if that’s the case, the process we’re using must be broken too.   If we’re seeing cookie-cutter instructional design, we must not be starting from the right point, and we must be going about it wrong.

Realize that the difference between really good instructional design, and ordinary or worse, is subtle.   Way too often I’ve had the opportunity to view seemingly well-produced elearning that I’ve been able to dismantle systematically and thoroughly.   The folks were trying to do a good job, and companies had paid good money and thought they got their money’s worth.   But they really hadn’t.

It’d be easy to blame the problems on tight budgets and schedules, but that’s a cop-out.   Good instructional design doesn’t come from big budgets or unlimited timeframes, it comes from knowing what you’re doing.   And it’s not following the processes that are widely promoted and taught.

You know what I’m talking about – the A-word, that five letter epithet – ADDIE.   Analysis, Design, Development, Implementation, and Evaluation.   A good idea, with good steps, but with bad implementation.   Let me take the radical extreme: we’re better off tossing out the whole thing rather than continue to allow the abominations committed under that banner.

OK, now what am I really talking about?   I was given a chance to look at an organization’s documentation of their design process.   It was full of taxonomies, and process, and all the ID elements.   And it led to boring, bloated content.   If you follow all the procedures, without a deep understanding of the underpinnings that make the elements work, and know what can be finessed based upon the audience, and add the emotional elements that instructional design largely leaves out (with the grateful exception of Keller’s ARCS model).

The problem is that more people are doing design than have sufficient background, as Cammy Bean’s survey noted.   Not that you have to have a degree, but you do have to have the learning background to understand the elements behind the processes.   Folks are asked to become elearning designers and yet haven’t really had the appropriate training.

Blind adherence to ADDIE will, I think, lead to more boring elearning than someone creative taking their best instincts about how to get people to learn.   Again, Cathy Moore’s Action Mapping is a pretty good shortcut that I’ll suggest will lead to better outcomes than ADDIE.

Which isn’t to say that following ADDIE when you know what you’re doing, and have a concern for the emotional and aesthetic side (or a team with same), won’t yield a good result, it will.   And, following ADDIE likely will yield something that’s pretty close to effective, but it’s so likely to be undermined by the lack of engagement, that there’s a severe worry.

And, worse, there’s little in their to ensure that the real need is met, asking the designer to go beyond what the SME and client tells you and ensure that the behavior change is really what’s needed.   The Human Performance Improvement model actually does a better job at that, as far as I can tell.

It’s not hard to fix up the problem.   Start by finding out what significant decision-making change will impact the organization or individual, and work backward from there, as the previous posts have indicated. I don’t mean to bash ADDIE, as it’s conceptually sound from a cognitive perspective, it just doesn’t extend far enough pragmatically in terms of focusing on the right thing, and it errs too much on the side of caution instead of focusing on the learner experience.It’s not clear to me that ADDIE will even advocate a job aid, when that’s all that’s needed (and I’m willing to be wrong).

Our goal is to make meaningful change, and that’s what we need to do.   I hope this series will enable you to do more meaningful design.   There may be more posts, but I’ve exhausted my initial thoughts, so we’ll see how it goes.

Previous Series Post |Next Series Post

This is one in a series of thoughts on some broken areas of ID that I‘m posting for Mondays.   I intend to provide insight into many ways much of instructional design fails, and some pointers to avoid the problems. The point is not to say ‘bad designer‘, but instead to point out how to do good design.

I see several reliable problems with examples, and they aren‘t even the deepest problems. They tend to be mixed in with the concept, instead of separate, if they exist at all.   Then, when they do exist, too often they‘re cookie-cutter examples, that don‘t delve into the necessary elements that make examples successful, let alone are intrinsically interesting, yet we know what these elements are!

Conceptually, examples are applications of the concept in a context.   That is, we have a problem in a particular setting, and we want to use the model as a guide to solving the problem. Note that the choice of examples is important. The broader the transfer space, that is, the more general the skills, the more you want examples that differ in many respects.   Learners generalize the concept from the examples, and the extent to which they‘ll generalize to all appropriate situations depends on the breadth of contexts they‘ve seen (across both examples and practice).   You need to ensure that the contexts the learner sees are as broadly disparate as possible.

Note that we should also be choosing problems and contexts that are of interest to the audience.   Going beyond just the cognitive role, we should be trying to tap into the motivational and engagement factors.   Factor that into the example design as well!

Now, we know that examples have to show the steps that were taken.   They have to have specific steps from beginning to end.   And, I add, those steps have to refer back to the concept that guides the presentation.   You can‘t just say “first you do this, then you do this”, etc, you have to say “first, using the model, you do this, and then the model says to do that”.   You need to show the steps, and the intermediate work products.   Annotating them is really important.

And that annotation is not just the steps, but also the underlying thought processes.   The problem is, experts don‘t even have access to their thought processes anymore!   Yet, their thinking really works along lines like “well, I could‘ve done A, but because of X, and thought B was a better approach, and then I could do C, but because of Y I tried D”, etc.   The point being, there‘s a lot of contextual clues that they evaluate that aren‘t even conscious, yet these clues are really important for learners. (BTW, this is one of the many reasons I recommend comics in elearning, thought bubbles are great for cognitive annotation.)

Another valuable component is showing mistakes and backtracking. This is a hard one to get your mind around, and yet it‘s powerful both cognitively and emotionally.   First, experts model the behavior perfectly, and when learners try, they make mistakes, and may turn off emotionally (“I‘m having trouble, and it looks so easy, I must not be good at this”).   In reality, experts make mistakes all the time, and learners need to know that. It keeps you from losing them altogether!

Cognitively it‘s valuable, too.   When experts show backtracking and repair, they‘re modeling the meta-skills that are part of the expertise.   Unpacking that self-monitoring helps learners internalize the ‘check your answer‘ component that‘s part of expert performance.   This takes more work on the part of the designer, like we had with the concept, but if the content is important (otherwise, why are you building a course), it‘s worth doing right.

Finally, I believe it‘s important to convey the example as a story.   Our brains are wired to comprehend stories, and a good narrative has better uptake.   Having a protagonist documenting the context and problem, and then solving it with the model to achieve meaningful outcomes, is more interesting, and consequently more memorable.   We can use a variety of media to tell stories, from prose, through audio (think mobile and podcasts) and narrated slideshow, animation, or video.   Comics are another channel.   Stories also are useful for conveying the underlying thought processes, via thought bubbles or reflective narration (“What was I thinking?…”).

So, please do good examples.   Be exemplary!