Linking to External Content in e-Learning
The Internet is filled with free and easy resources for you to link to within your e-Learning. It's tempting to reuse much of this material rather than recreating it for your on-line learning. In fact in these busy times, it makes sense to do so. One of the steps that is considered an accepted part of the design and development process is to determine if training already exists elsewhere. The notion of not reinventing the wheel is of course an an axiom. That said linking to an external source of content creates much risk, and I caution any one considering this. Below are some of the risks to this practice for you to consider before making your own decision.
Dead Links
An obvious issue is the risk of links that go nowhere. Everyday, thousands of web pages come and go. Just because you may have found a particular page of content to be beneficial, doesn't mean the original author or their service provider will maintain it for you. In theory you could monitor all your links on a daily basis to ensure the integrity of your e-Learning, however most Instructional Designers just don't have the time. While linking to outside sources of information may save some time initially, may cost you additional time later when you have to repair your course for it's possible dead links.
Learner Compliance
Many organizations can still be challenged to get their learners to log in and take training in the first place. Adding links to external resourced may distract their learners and discourage the learner from returning and completing their online modules. As an Instructional Designer, it makes more sense to absorb the knowledge yourself and then incorporate it into your course. If you find a really stable and useful site you wish to share with your learners, put the links at the end of training as an additional or optional learning.
Author's Permission
Although linking to a site is considered the best and most ethical way to reference another's work, it doesn't mean the original author will agree to its use for your training purposes. There may also be bandwidth restrictions put in place by the author's service provider. Adding your 10,000 learners from your organization may exceed the expected bandwidth and cause problems for the original author. Others just may not agree with the organization you are apart of and therefore would not want their material to contribute to your learner's development. Whatever the reason, this may become an issue for you and subsequently the original author. Consider this before using their work.
Quality Control
This is the one area where I got burned and inspired me to change my mind about external linking. Ironically I was only linking to my own organization's web site. I thought I was very clever in that if anything changed about the content, my training would be updated by default. Unfortunately there was a spelling mistake on the page I was linking to. Even though I was not responsible for the spelling mistake on the corporate site, it did affect the quality of my training and therefore I had to shoulder some of the blame. I was lucky it was only a spelling mistake though. The web is outside your control and very colaborative through the use of forums and comment pages. You may end up linking to a page promoting a belief that is against the values of your organization or maybe even something worse.
Now I will break my own rule here and provide you a link to the Rapid eLearning Blog that has a great related article on the 10 Things to Consider Before Your E-Learning Goes Live.
Writing Proper Learning Objectives
you would likely run into trouble as some students would not be able to sell the products and services. In addition, how would you prove such a Learning Objective in a classroom environment. I have seen and even written a few poorly constructed training objectives in my time. Through experience and training I have learned what needs to go into a properly constructed Learning Objective.
Performance
The first thing you need to identify is the method of learner evaluation. This will need to be a skill or knowledge that can be demonstrated within the classroom or online setting. If your learners are going to write a multiple choice test at the end of a course, then selecting the correct answer during the test will be that performance, not how they might use that knowledge later on.
Conditions
You will also need to include any conditions for this learning objective. For example if there are specific tools needed to perform the skill or knowledge you will need to include them as part of your objective as well. For example if they need a PC to log into a computer system you will need to state that. It may seem obvious to us as trainers, however you would be surprised how something as obvious as a PC may be overlooked.
Standards
You also need to establish the standard that the learners will need to live up to. This should be established by those who are requesting the training. If they have not provided the standard then you will need to establish this before moving forward. For example if learners need to be 100% accurate, or they need to perform the skill every day, or within a certain time frame, then this needs to be stated in the Learning Objective.
Here is a simple formula that you can use to help you write Learning Objectives of your own:
For example;
There are of course some variations on the wording that you can play around with, however this will generally work for all situations. I also sometimes write "By the end of this training, the learner will..." Somehow that rolls better off the tongue for me, but that's just my personal preference.
Designing Usable Job Aids
This No Parking sign is an example of a good yet simple job aid. The city council could ensure that every citizen memorize all the parking by-laws of the city, however it's easier to just provide some simple instructions in the form of a sign. As a job aid, the sign helps everyone obey the law. Of course people who break the law are not paying attention to the sign and that becomes a compliance issue rather than a training issue.A job aid in the work place should do exactly the same thing. It instructs the worker on just what they need to know to correctly performing their job. Unfortunately many job aids don't do this. Often job aids are created for other purposes entirely. As training professionals it up to us to ensure that a job aid accomplishes it's goal of providing instruction on how to perform a job related task and that it be easy to use. The following is a simple template that I use to help me produce a job aid for a set of action steps.
| Job Aid Title goes here | |
| Introduction | A single statement or two that explains the purpose of this document. If someone is reading my job aid thinking it serves a different purpose, I don't want to waste their time reading the entire document to find this out. An example of an introduction statement might look like: This job aid will instruct you on the steps to complete the online order form for ordering supplies for your location. |
| WIIFM | This section is optional, however with much of your audience you may need to answer the "What's in it for me". It's purpose is to address the issue of compliance, expecially if the task being trained on is not the path of least resistance. Showing your audience why performing these skills is so beneficial to them is crucial in getting their buy-in. |
| Instructions part 1 | Here is where you provide the specific instructions for the tasks that need to be completed. It is recommended to use a Step/Action chart to make it easy for your learners to understand and follow. For example: 1. Instructions for step one 2. Instructions for step two and so on. |
| Instructions part 2 | When the instructions exceed around eight or so steps you may want to consider further breaking down the procedures by having a second set of instructions with sub steps as I have made space for here. Again it's far easier for you audience to follow and more likely that they will remember procedures that have no more than about 7 steps or so. |
Of course there are thousands of variables that may force me to change or expand on this, however this is where I typically start from. I may also fancy it up a little by being creative with my use of fonts and graphics to match the branding of an organization, however the beginning is always the same. I add additional sections as needed depending on the performance gap that I am attempting to fill. Again it's all about creating a tool that will truly help your people in the field perform there jobs correctly and comfortably.
Information Mapping
I use it specifically for the design of job aids. For those that don't use them, a job aid is a tool that guides learners through the steps of a particular task within their job. Job aids are particularly useful when the job is infrequently completed in the organization. For example in a retail store, the employees may be required to count the inventory on a quarterly basis.
I use Information Mapping for the creation of job aids because the learners out in the field often only want enough information to complete these tasks. Studies have been done that show people do not read business or training documents the same way they may read literature. Typically users scan a document to find the information they require at that moment. If they need to wade through countless paragraphs of information, it will make the task seem more difficult than it actually is. Because of this steps within the task may get completed incorrectly, or skipped altogether.
The first step to Information Mapping is breaking down the content into chunks of information. To do this you need to look at each and every sentence from your raw content. Place all like things together and exclude items that do not have to do with each topic. If a piece of information says essentially the same thing as another piece of information you don’t need both. Pick the one that explains the point most succinctly and then more on.
Once you have the chunks separated from one another, you need to block this information off, each with its own label along the left hand side of the page. Labels that all deal with the same topic is organized into what are called maps. Think of each map as a chapter within a book, and each label its own paragraph. This structure makes it easy for your readers to ignore what they are not looking for and zero in on what they need at that exact moment.
For more information about Information Mapping check out their web site at http://infomap.ca/
Information Mapping Demo
Text Messaging in the Classroom
Instead of asking learners to shut off their phones during class, have learners use them to add engagement to their learning. Text messaging is available on every mobile phone and in recent years the problems with cross carrier and international text messaging have been solved. These text messages can contribute to your training data and can be including in your training reports. Here are a few ways this technology can be used:
Level One Evaluations - ask your learners to text in feedback either during or after training. Have them answer questions like what is working well, what is not working well and what they would like to see changed or added to training.
Knowledge Checks or Surveys - ask your students some survey questions or quiz questions to ensure they have an understanding of what you have taught. You may also just want to get your student opinions. Do this just before a break to give you time to analyze the data to share the results with your students after the break. Check out http://www.polleverywhere.com/ for an affordable solution based on classroom size.
Follow-up to Training - capturing your student's mobile phone numbers gives you another way to follow up with your learners. With their prior permission of course, you could text out questions they can reply to, or simply share additional knowledge once they have returned to the workplace.
Be creative. As more and more millennial generation enter the workplace, more and more of your learners will not only embrace the use of technology in the classroom, they will expect it. Feel free to suggest your own methods for using texting in the classroom by adding your comments below.
Mobile Learning
M-Learning is not limited to what we typically imagine as web-based training. Consider the use of a podcast as a form of M-Learning. Sure you can listen to the MP3 on your PC as well, but why not listen to a podcast while you drive to the office each day. I have been attempting to learn Spanish this way through a podcast available from a U.K. company that offers language learning through iTunes. I listen and repeat the Spanish words and phrases while I drive. If you are interested you can find out more at http://radiolingua.com/.
In a previous organization that I worked for, we included mini quizzes built into job aids that could be submitted through text message (SMS). Prizes were awarded for a randomly selected correct answer. Thousands of people within the organization participated and it certainly was a way of showing the return on investment.
Giving learners the flexibility of taking training when they want has always been an advantage of web based training, however with M-Learning you add the component of where they want as well. Your learners are far more likely to take training if it's during time that is normally wasted for them. An example might be their daily commute, or waiting in a long queue at the market.. During such times It's not always convenient to open up a laptop and log into an LMS. Mobile learning can be as simple as pulling a smartphone out of their pocket and launching a course, or listening to a podcast on their iPod.
It isn't an ideal method of training large quantities of knowledge. I believe there is a direct correlation between screen size and the length of time a visual presentation can capture your attention. That said you are far more likely to capture someone's attention during 5 or 10 minutes of their down time each day, than to compress that content into a 30 minute session once per week.
Here are some additional ideas about M-Learning from the folks at Tribal, that may inspire you to come up with more ways that M-Learning can be implemented into your organization.
Some additional resources are available at http://www.m-learning.org/
Training Across the Generations
As older generations stay in the workplace longer, you may find yourself faced with a classroom containing any number from the following groups:
- Veterans
- Baby Boomers
- Generation X
- Generation Y
Baby Boomers are a generation that grew up challenging the status quo. They did this in when protesting the Vietnam War, and then later as adults when entering the corporate world. It’s because of this that the paradigms of corporate culture have changed over the years. When teaching new or unusual approaches with Baby Boomers, be prepared to offer strong evidence that supports the new material. Baby Boomers will not accept “Just because” as an answer, and they will welcome debate over changing ideas.
Generation X is a group that will work well independently. They are often the product of parents who were both working and trying to get ahead, and sometimes single parents who worked as well. Because of this Generation X was a generation that needed to be more self-sufficient as children and teens. Often referred to as latch key kids, as they were usually the first to arrive home at the end of the day. Children of this generation also had greater access to technology than previous generations and will usually understand technology well.
Generation Y or the Millennial generation are those who are just entering the workforce now. These adults are still young and much of their adult identity is still unknown. This generation grew up always knowing technology. Many of this generation cannot remember a time where there wasn’t an Internet or World Wide Web. They are not only comfortable with technology they will expect it. They are peer oriented so using social media is a great way to engage this group. Unfortunately some members of this generation may have been overly nurtured as children and often have an inflated sense of entitlement because of this. This can be challenging to deal with, however setting clear expectations at the beginning of any training can usually overcome this challenge.
With all generations, foster conversation about the differences between the generations. Each will discover that they can learn from one another and also work well together back on the job.
What is Informal Learning?
A popular topic that has been thrown around the adult education community is the concept of informal learning. Informal learning is the learning that takes place independently from a structured learning environment. If you are an organization that has decided to embrace informal learning as part of your training program, there are some things to remember.
First of all, you cannot force informal learning to occur. You can, however, foster an environment where informal learning is likely to occur. One of the earliest examples of informal learning in all our lives is the playground. As children, many of the new skills we learn come from this environment. We learn much of our early social skills from this environment. Children watch other children at play. Once they understand the parameters of the activity they will join in. If newcomers break any of the rules the larger group will correct their behaviour. The only formal aspect of the playground was a school or community building it in the first place. What games children played, and the skills and knowledge learned are up to the children themselves. It's important to note that each child may get something entirely different from their experience as well.
So how do we duplicate this model in the workplace? Create a workspace that is conducive to collaboration and discussion. In an office building where I recently worked, they had space throughout each floor dedicated to where several employees could sit and relax with a coffee (a Starbucks and another restaurant were located on the main floor). Employees were given a comfortable environment in which to discuss their work and learn from each other. In addition, the desk space was organized into open concept group pods rather than isolated cubicles. If you wanted to have a group conversation or share ideas, one had to only swivel their chair around to be facing a half dozen of their colleagues.
Rather than being limited to just email, employees in this office have Office Communicator, Microsoft's corporate version of Messenger. It has all the functionality of the consumer version but in this case, restricted to communication within the company. Employees were able to download versions of the software which would run on their company-provided BlackBerry's and other smartphones. Communication with one another could occur anywhere and at any time. Introducing a social networking type tool provides the environment in which learning can occur through the sharing of ideas and resources.
Rather than blocking certain social sites from office workers, give them access to tools that will allow them to share ideas with one another. Concern for questionable web practices usually disappears when employees can all see each other’s screens. Like the playground, employees will generally correct any inappropriate behaviour amongst each other. Also giving employees a shared workspace online can create a collaborative environment where each can teach what they are knowledgeable about, while simultaneously learn from one another. Tools like Sharepoint do this very well.
It's important to only provide the framework. Too much intervention on the part of the organization and then you have lost the real value of informal learning. The beauty of this model is that it will seem like leisure and playtime, rather than contributing to the skills and knowledge of your employees. They will enjoy it and it will foster a positive attitude toward their work and learning environment.
For more information about informal learning, check out this informal video with Jay Cross on YouTube:
Tips for New Designers
We have all been subjected to poorly designed training. We certainly know it when we are subjected to it. Poorly designed courses are usually designed with only the instructor in mind. New or inexperienced designers usually think in terms of what the instructor should do next. This is why you get training where the adult learners are disinterested because of a lack of involvement. As designers, we should be considering what the learners should be doing next more than what the instructor does.
The percentage of instruction should be roughly 1/3rd, while practice and evaluation should account for the remaining 2/3rds. For example, if I am conducting a training session that lasts 6 hours, The instructor should only be presenting to the class for a total of two of those hours. The remaining time would be for the learners to practise what they have learned and for the instructor to offer feedback in one form or another.
Be sure to break down your instruction into small manageable chunks of information. You would not want an instructor to present for 2 hours and then expect the learners to practice everything they have learned for those remaining 4 hours. Structure your course into step-by-step instructions placed in the order they would be performed back on the job. For example, if you were teaching how to change a tire, you may want one lesson just on using a jack. You might spend 10 minutes demonstrating the skill and instructing the learners and then give them 20 minutes to practice what they have learned. During this time you would wander through the classroom environment offering feedback and encouragement.
When I find a topic interesting, I sometimes make the mistake of providing too much information during training. I love learning the history and the answers to all the "why" questions, but not everyone is like me. Be sure to eliminate or reduce the nice-to-know information. Again if you were instructing people on how to change a tire, you may want to provide the advantages of knowing this skill. This is often referred to as the "What's in it for me" element, which certainly speaks to the principles of adult learning. In this case, I would not want the history of the tire and how it was developed and perhaps a review of all the possible road hazards that could cause the need to use your spare. While some learners may be interested in the nice-to-know information, it is not crucial to performing the job task and will be perceived by most learners as a waste of time.
Consider the frequency and importance to which the skills are being performed. If the learners are conducting this new job task on a daily basis and/or it is critical to the organization then spend more time on this training. If on the other hand the job task is used only once in while and/or has only a small impact on the organization, spend less time training. Even better would be to develop job aids that break down the infrequent job tasks into to easy to follow step-by-step instructions. These job aids could eliminate the need for your learners to memorize steps that will not be used on a daily basis.
Much can be learned by conducting a pilot. Whenever time permits, pilot your course. Build the additional days needed into your development plan, and schedule participants in advance so that you can be sure their schedule will permit them the time to review your training. By the time you have a final draft of the course, you will have been exposed to the content for a great deal of time. You will no longer be objective as to determine if the learning objectives can be effectively met by simply reviewing your own work. The fresh eyes, ears and mouths of others can tell you if they are able to be engaged, and retain the new knowledge and skills.
Career Development
Although I was not a part of this survey, I agree. As someone who works in Training, I value career development as it's often the objective of the training I design, however as an employee I also crave my own career development as well. Recently I was asked during an interview for an Instructional Design position what was important to me in an employer and I reflected on another recent interview experience where I learned that career development wasn't a focus of this potential employer. The thought of working for this employer suddenly seemed less appealing regardless of what compensation was offered. As I talked about the developmental experiences I had with my previous employer the interviewer kept commenting that they didn't offer these services or that development was something you did on your own time.
A friend of mine was recently talking about trying to get ahead within her organization. She found it demoralizing that the only development her employer was offering for a position she was interested in pursuing was to job shadow during her off hours. While job shadowing may be an effective means of supplementing training, it can lack the skills development and knowledge needed to perform the actual job. In addition you run the risk of transferring improper procedures or just plain bad habits to the person doing the shadowing. A more formal method of training is recommended.
Considering the results of the Right Management survey, I think more organizations should consider what can make new positions appealing to employees. Considering the cost of hiring externally, employers could reduce the turn around and offer career development as an incentive to stay within an organization. This approach may be less expensive than offering higher wages to untried new hires, who may eventually prove unworthy in the end.