ELearning Design and Rollout
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The document discusses challenges with eLearning and provides tips for improving eLearning design and implementation. It notes that while eLearning can be flexible, many users dislike it. To address this, it examines how to determine the best training approach, optimize eLearning for working memory limitations, incorporate examples and practice, and provide feedback. It also covers determining access methods, organizing content, and communicating courses to learners through multiple impressions over time. The goal is to engage learners and turn them into advocates for eLearning.
ELearning Design and Rollout
- 1. ELearning Design and Rollout By Jen Milner
- 2. The Challenge ELearning can be flexible, convenient, scalable, consistent, and designed to meet user needs.
- 3. The Challenge But many users don’t like eLearning.
- 4. The Challenge 44% of L&D leaders say their staff are reluctant to engage with online learning. Source: Tauber, Todd. “3 Marketing Lessons for Learning & Development.” Bersin by Deloitte. 2014.
- 5. The Challenge When people are asked how they prefer to learn in the workplace, eLearning comes in below meetings and memos. Source: Tauber, Todd. “3 Marketing Lessons for Learning & Development.” Bersin by Deloitte. 2014.
- 6. The Challenge This is a big problem because eLearning is becoming more common. We need to do better. Source: Tauber, Todd. “3 Marketing Lessons for Learning & Development.” Bersin by Deloitte. 2014.
- 7. Analyze Design Develop Implement Evaluate We’ll look at some resources and tips that can help us make better eLearning.
- 9. Source: http://blog.cathy-moore.com/2013/05/is- training-really-the-answer-ask-the-flowchart/ ELearning may not always be the answer. Cathy Moore has developed some questions to help you determine the best approach for your training need.
- 10. Designing eLearning Is there a measurable goal? Focus on specific tasks or concepts related to goal. Courses are shorter and more targeted. Learners stay engaged.
- 11. Designing eLearning Do learners need skills or knowledge to meet this goal? If there is a skills gap... eLearning can provide opportunities to practice. If there is a knowledge gap... If knowledge needs to be memorized, eLearning can help learners retain. Otherwise, consider a job aid or other resource.
- 12. Designing eLearning Is the problem cultural or caused by lack of motivation? Can training change the culture? If not, address underlying issues. Is the lack of motivation due to lack of skills or knowledge? If yes, training can help. If not, find another way.
- 13. Designing eLearning Let’s look at several training requests and see what questions we could ask to determine the best approach.
- 14. Designing eLearning Training Request: Our entire user guide needs to be delivered as eLearning organized by screen and covering all buttons and fields. In this example, clarify the business goals and focus on what learners need to be able to do to meet those goals.
- 15. Designing eLearning Training Request: We need eLearning for our customers on submitting and tracking issues on our support portal. In this example, submitting and tracking issues hopefully isn’t something learners need to do everyday and is a simple process. Another approach is probably best here.
- 16. Designing eLearning Training Request: We need eLearning for our support team on responding to and resolving issues on our support portal. If this is something the support team does regularly, eLearning could give them opportunities to work through common scenarios and practice the portal tasks they need to complete.
- 17. Designing eLearning Training Request: Our emergency room doctors and nurses need training on new documentation guidelines. For a busy audience like ER staff, it’s especially important to keep courses targeted and concise. How do these guidelines tie to our goals? How do they impact learners on the job?
- 18. Designing eLearning Training Request: We need to teach product admins how to create custom reports and dashboards. If this is something admins do regularly, eLearning could give admins opportunities to practice the steps for creating reports and to explore some common examples.
- 19. Designing eLearning Training Request: Product admins also need to know about the database tables available for reporting. Is this something admins need to memorize? If not, consider another approach, such as a job aid. If we create the course requested on the previous page, we could introduce the tables and job aid there.
- 20. Designing eLearning Now that we’ve identified projects appropriate for eLearning, what limitations are we likely to face as we move forward with development?
- 21. Designing eLearning One limitation that we often overlook is our capacity to learn.
- 22. Novice to Expert Designing eLearning Have you learned something new recently? How did it feel? Long-term memory has a huge capacity for information. During learning, processing in working memory produces new or expanded patterns in long-term memory, which can be brought back into working memory when needed. Any task repeated hundreds of times becomes hardwired into long-term memory, and automatic tasks can be performed with little or no working memory. This allows experts to save working memory for problem solving, multitasking, complex tasks, etc. Source: Clark, Ruth Colvin. Evidence-Based Training Methods: A Guide for Training Professionals. Alexandria, VA: ATD Press, 2015. Print.
- 23. Designing eLearning Working Memory Active Processor Where problem solving, thinking, and learning take place Limited Capacity Capacity of 3-5 chunks of information Dual Channel Separate systems for: • Audio (reading a word) • Visual (seeing a picture) Topics encoded two ways are easier to remember. Until we get learners to expert status, we need to focus on working memory. We can easily overload working memory with too much content, unfamiliar terms, lengthy lectures, etc. Source: Clark, Ruth Colvin. Evidence-Based Training Methods: A Guide for Training Professionals. Alexandria, VA: ATD Press, 2015. Print.
- 24. Designing eLearning The amount of effort being used by working memory is called cognitive load, and there are three types. When intrinsic load is high, do everything you can to reduce external cognitive load and promote germane cognitive load. Source: Clark, Ruth Colvin. Evidence-Based Training Methods: A Guide for Training Professionals. Alexandria, VA: ATD Press, 2015. Print.
- 26. Developing eLearning • Relevant graphics improve learning of novices. • Avoid identical narration of written text. • Chunk text into small segments. • Apply methods to manage cognitive load. • Use high fidelity examples to illustrate routine tasks. • Provide examples for novice learners. • The best learning comes from relevant behavioral engagement with feedback. • Provide guided practice. • Organize behavioral engagement in the form of practice exercises. • Break large tasks into sub-tasks, but teach context of the whole. • Teach important concepts before the procedure. • Identify sufficient scenarios to reach competency. • Ensure sufficient guidance. • Provide opportunities for explicit reflection. Ruth Clark has a number of tips for creating better eLearning based on research, but a better way to explore them is by looking at an example. Source: Clark, Ruth Colvin. Evidence-Based Training Methods: A Guide for Training Professionals. Alexandria, VA: ATD Press, 2015. Print.
- 27. This is a course developed for medical staff about using a new program to triage patients coming into the ER.
- 28. This slide welcomes learners to the course and introduces the system functions. Make training personable with a conversational tone. Use first and second person, polite phrases, instructors as hosts, and narrative writing. Promote deeper learning by adding visuals to text, but minimize visuals unrelated to the instructional goal. They can interrupt the instructional message.
- 29. Learners explore the steps to complete patient triage in the system. Narration provides a description, and key points are shown onscreen with a screenshot. Keep explanations concise. Use just enough words to present content. Explain visuals with audio narration rather than text to maximize visuals. Align text close to the relevant portion of the visual.
- 30. Next, learners explore the whole triage screen. This slide is overwhelming, and there are too many items. Segment content into smaller chunks that can be accessed by the learner at their preferred pace. While learners can explore the field explanations here at their own pace, it’s unlikely that they will. It would have been better to split this into sections, and then have learners explore each section.
- 31. Next, the narration walks learners through triaging a patient in the system. Learners complete the steps with guidance and explanation. Incorporate examples and models, especially for novice learners. Make your examples and models interactive. For routine tasks, create demonstrations that mirror the context of the workplace.
- 32. Save time and improve learning by replacing practice exercises with worked examples. A worked example is a demonstration that the steps the learner must take to complete a task or solve a problem. Worked examples lead to better learning than practice exercises alone.
- 33. The course ends with a multiple choice question on the course content. What’s wrong with this approach? Incorporate the context of the job to build practice exercises that require application rather than recall of content. Distribute practice within your lessons and throughout your content rather than grouping them together.
- 34. The feedback on this slide is a missed opportunity. Provide detailed task- specific feedback to practice exercises that explains why a response is correct or incorrect. For procedural tasks, step- by-step feedback is generally better than end- of-problem feedback.
- 35. Implementing eLearning Determine access methods Communicate to customers
- 36. Determine Access Methods Increase access Organize around key demographics Create a central hub Eliminate unnecessary material Monitor use Loading a course on your LMS is not enough to engage learners. Think about how you’re using your LMS and how you’re marketing your courses. Source: “Driving the Consumption of L&D Solutions.” CEB L&D Leadership Council. 2013.
- 37. Determine Access Methods A learning ecosystem approach can help you figure out what to include in your learning hub or portal. Performance Support Knowledge Management Access to Experts Social Networking Structured Learning Human Resources
- 38. On Optum’s LMS, we worked to organize resources into programs based on roles. We couldn’t move all elements our learning ecosystem to the LMS (documentation, support, etc.), but we could list available resources and provide links and instructions for access.
- 39. Communicate to Customers Next, think about how you’ll market your course to learners and other key stakeholders. Source: Tauber, Todd. “3 Marketing Lessons for Learning & Development.” Bersin by Deloitte. 2014.
- 40. Communicate to Customers It takes dozens of impressions to convert prospects into customers and great experiences to turn them into advocates. Source: Tauber, Todd. “3 Marketing Lessons for Learning & Development.” Bersin by Deloitte. 2014.
- 41. Communicate to Customers 0 500 1000 1500 2000 2500 3000 3500 4000 Here is an example of our rollout for the Computer-Assisted Coding product • For the pilot, we enrolled several hundred employees from the implementation team. We did an email blast to employees and managers, and we joined several staff meetings to present on the available training. • For the external release, we enrolled external users and timed an email blast to a product release. We also provided implementation teams with materials to promote the courses to users. • We knew the ICD-10 rollout would be a big need for our users, so we proactively developed courses on ICD-10 functionality. We did a series of email blasts starting several months before the ICD-10 deadline. Pilot with internal users Release of new version Launch of ICD- 10 courses
- 42. Thank you! Share your experience on LinkedIn: http://linkedin.com/groups/119899