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Training design checklist: Evaluate your instructional design

Training design checklist: Evaluate your instructional design
Do you want a checklist you can use to evaluate your learning design? Here’s my contribution (PDF). I’m calling it a checklist because several people have asked for one, but it’s not really a checklist. Instead of checking a box to say, “Yup, got that covered!” you choose a spot on a spectrum between “action-oriented materials” and “information dump.” There are 14 items to evaluate. This range-finding approach acknowledges that we’re all facing forces that push us toward information dumps. The tool can also be used to clarify what I intend to be the end result of action mapping. Related:  Action mapping overviewLearning DesignGame-Based Learning

Action mapping: A visual approach to training design Action mapping is a streamlined process to design training in the business world. Its goal is to help designers: Commit to measurably improving the performance of the businessIdentify the best solution to the performance problemWhen training is necessary, create challenging simulations, not information presentations I created the process in May 2008, when I was designing custom elearning for corporate clients (here’s the first blog post about it). The following slideshow gives a simplified, very high-level overview. Because I was designing elearning at the time, I presented action mapping as an elearning design model, but it works for all types of business training, as I show in my workshops. The addition of a flowchart In May 2013, I deepened step 2 to include the use of a flowchart that helps identify lean, in-the-workflow solutions, such as job aids or process improvements. Some advantages of action mapping Possible benefits to the field of training design It’s not a mind map.

Why is Good Instructional Design More Important than Ever in the Modern World? Although instructional design as a discipline has been around for decades (and probably was at its height in the 1970’s and 1980’s as a profession, its application and use has diminished in the age of easy to use software and access to and use of Internet. This is partly because it is so easy to create a course of almost any type, add as many “bells and whistles” as you like and then widely distribute it to a given audience. But in paying less attention to instructional design than we should we have lost something important and it is therefore high time we recognized that it is more important than ever in the modern world. After all, instructional design is the approach which helps to keep the process of training, coaching or development of any kind (on or off line) to be well-targeted and on track to meet the needs of the individual(s) at which it is aimed. Related Resources

How Gamification is Used in ELearning Gamification is a popular term at the moment and it can be seen in numerous and diverse applications. The simplest definition of gamification is that its approach is to add typical elements of game playing (point scoring, competition with others, rules of play) to other areas of activity. It can often be seen in online marketing techniques and approaches, as it encourages engagement with a particular product or service. Gamification has marked benefits as it allows a business to meet its staff in a setting that they understand and with clear actionable objectives. However gamification isn’t always implemented well and in fact, often doesn’t meet the desired objectives. The question then is how to implement gamification effectively and to fulfill your desired objectives. Global firms will adopt gamified elearning in 2014 Interestingly, it seems that although gamification adds a fun element to training it should also include a competitive bent. Don’t gamify the wrong process

Action mapping conference handout Here’s a summary of what I presented at the 2014 Online Learning Conference by Training magazine, along with links to lots more detail. My point We face a cultural challenge: many people — clients, employers, colleagues — see us as information designers. As a result, we obediently design presentations with quizzes, creating content that often has nothing to do with the urgent needs of the organization. Instead, we should see ourselves as analyzing problems and designing experiences that solve those problems. The experiences are realistic activities through which people make decisions and learn from the results of those decisions. Our projects should be tightly focused on improving a performance measure that the organization cares about. Action mapping is my visual approach to instructional design. Do this with your client and SME Do at least the first two steps of action mapping with your client and subject matter expert(s). 1. 2. Don’t skip the flowchart. 3. 4. Conclusion

Evaluating and designing learning spaces The issue Access to online information, shared spaces and cloud based documents have made it easier for learners to participate in collaborative learning. Lecture theatre styled spaces limit this type of learning and create challenges for organisations wanting to facilitate a richer learning experience. Assessing your existing spaces can inform the creation of new areas to support engaging and productive learning. What you can do Start by looking at your teaching, learning and assessment strategy, and accessibility and inclusion requirements. You should also consider assessment methods and how these will be supported in your learning spaces. Effective project management should involve stakeholders from delivery and support teams, as well as estates, infrastructure and procurement departments. At the early stages of learning space design it is important to: It may be useful to employ appropriate techniques to develop your vision. Looking ahead Case studies Further resources

Gamification of Learning One of the strongest motivators in learning is challenge. The term “challenge” refers to a task, which while sometimes difficult, is achievable through hard work. As human beings, we are attracted to challenges because they A) Include a degree of randomness or excitement, B) Usually include multiple subgoals, and C) They are highly-variable depending on the actions you take. Experts suggest that challenges should be incorporated into education as a way of engaging learners. Gamification Incorporating game based features such as points, badges and achievements can assist in engaging and challenging your learners. Gamification elements such as achievements and badges provide motivation to the learner by giving them something to strive for. An interesting example of gamification is a program called FoldIt. Gamification Flips Modern Day Learning Models to Be More Fun What can we expect from gamification and learning in the future? By Designing Digitally, Inc.

The big mistake in elearning Here’s a short presentation that includes: The one powerful change that will make our elearning a lot more effectiveA quick demo of action mappingA fun example of the type of information that should go in job aidsHow to get people to stop telling you, “Turn this information into a course” To see a bigger version on YouTube, click the movie when it’s playing. Can’t access YouTube? To practice steering your client away from an information dump, you might try this challenge. I gave this presentation a couple of weeks ago at the “Fresh Look at Instructional Design” session with Patrick Dunn and Clive Shepherd, sponsored by the Elearning Network and ALT. P.S. to email readers: If you’ve subscribed to this blog through email, you’ve probably noticed that the service that delivers it to your mailbox has delivered a bundle of posts the last two times.

Using technology to improve curriculum design Introduction The process of curriculum design combines educational design with many other areas including: information management, market research, marketing, quality enhancement, quality assurance and programme and course approval. The curriculum must evolve to meet the changing needs of students and employers. It must change to reflect new needs, new audiences and new approaches to learning. Considered use of technology as part of the curriculum design process can help you to We have identified eight stages in the curriculum design cycle from engaging stakeholders to ensuring the curriculum continues to be reviewed and enhanced in response to feedback and changing circumstances. This guide will help you to work through these eight stages and suggests strategies, ideas and resources to improve your own curriculum design. Engaging stakeholders in curriculum design There are a range of tools and techniques that can help you to develop meaningful engagement with stakeholders. Footnotes

The Blended Learner: How to Gamify Training Gamification has roots in marketing, where it’s used to engage consumers with brands. It does this by means of game mechanics (playful moves) which induce attitudes and behaviors that are good for business. While the term gamification is new, its meaning is familiar. When gamification is used to engage students, it works much the same way. In this blog I’ll explain four key benefits of gamification and 10 ways to gamify corporate learning. 1. 2. 3. Why gamify training? I know four good reasons to gamify training: 1. 2. 3. 4. These are compelling benefits, but if your needs aren’t reflected in them, then you probably shouldn’t bother to gamify training. How to gamify training Here are ten practical ways to gamify training. 1. You make training fun by introducing the ludic principle. Play is a lever of cognitive development and dexterity. Playful activity is compatible with all traditional instruction: workbook, video, slide lecture, tutorial, coaching, practice exercise, simulation. 2. 3.

Field guide to action-mapped materials What does an action mapped course look like? Action mapping has grown in recent years to apply to all types of training design and performance support, not just elearning. It’s a process, rather than a style of product. It should rarely result in just slide-based elearning, because the method focuses on solving performance problems, and one lonely online course rarely solves any problem. With that huge caveat, I’m sometimes asked what an action mapped course looks like. It might look like this: It was created to help you develop skills that you actually need on your job.The course is part of a larger solution to a real performance problem. This checklist can help you evaluate the action-mappiness of training materials. Book excerpt: Compare the traditional approach with action mapping To see how action mapping changes our approach to design and creates a different type of activity, you might read this PDF excerpt from my upcoming book. But I want to see examples!

How to Create ELearning Course with Course Patterns In the JoomlaLMS 2.0 release we changed the concept of course creation by adding an embedded course builder and predefined course patterns: a learning path-based, a webinar-based and a materials-based one. The primary goal of the patterns was to cut the course creation time, free users from entering JoomlaLMS Back End and allow them to build courses depending on the preferred instructional strategy, a model of learning and the role of an instructor. In this article we would like to explain to you how to use the patterns to build effective eLearning courses and save time on course creation and management. If you enter the fourth step of the course builder named “Course Format” you will see that each pattern has a main course instrument, teachers and learners tools and modules. Learning-path based pattern The main characteristics: Learning Path – the main course instrumentA course – a series of steps a student needs to take to pass the courseTeacher’s participation is insignificant !

Why You Should NOT Use Gamification Over the past few years, we have covered a variety of ways you can use simple gamification methods to enhance learning. When used correctly, game methods in elearning can go a long way in reinforcing the content. But gamification isn’t for everyone, and in some cases it isn’t necessary (perhaps even detrimental). Looking at gamification from another perspective, let’s consider why you should not worry about gamification. Two Reasons to Avoid Using Gamification in Your Courses First, and probably the most obvious, is that too many gaming elements can just be distracting. If there is a badge being awarded for simple actions taken within the course, the importance of the badge diminishes altogether. Some courses are rather important to an organization’s key procedures. Another reasons why gamification should not be used in your course is because not every culture is conducive to a gaming methodology.

12 Tips To Create Effective eLearning Storyboards A storyboard is a map that guides eLearning professionals through every twist and turn of their eLearning course design. eLearning storyboards make the eLearning design and development process much more efficient, as they can not only help eLearning professionals to illustrate their ideas, but also to deliver engaging and visually rich eLearning experiences to their audience. In this article, I’ll share 12 tips that will help you create eLearning storyboards, so that you can effectively develop and communicate your eLearning vision. Every successful online course has one thing in common: a solid foundation. If you don’t have a stable structure in place when you begin creating your eLearning deliverables, every aspect of your eLearning course will suffer as a result. This is why an effective storyboard is such a vital tool for eLearning professionals. Select a storyboard template. Keep these tips in mind to create effective eLearning storyboards. Get 2 Free eBooks

Gamification In Learning: Featuring Gains Through A Serious Game Concept Wikipedia defines Gamification as "the use of game thinking and game mechanics in non-game contexts to engage users in solving problems”. As per Wikipedia, "Gamification techniques strive to leverage people's natural desires for socializing, learning, mastery, competition, achievement, status, self-expression, altruism or closure. Gamification strategies include use of rewards for players who accomplish desired tasks or competition to engage players. While Gamification has been applied in several domains, our focus has been on its application in learning. Tasks or concepts that are overlaid on the learning content but are not related to the contentContextual tasks or concepts that are overlaid on the learning contentPartial gamification (notably in inline checks and end of course assessments) Research certainly confirms the advantages of learning through Gamification. Background The learners needed to understand two aspects: First approach (traditional eLearning based) Gains and challenges