E-LEARNING DEVELOPMENT PROCESS

EFFORTLESS

APPLICATION OF ADDIE MODEL

Analysis

Design

DevelopmentImplementation

Evaluation

LEARNING REQUESTS

• Requests from SMEs (reactive)• Proposal to Managers for emerging learning needs to

support transformation process (proactive)• Requests from employees (reactive)

Analysis

LEARNING NEEDS ANALYSISCheck why learning solutions are requested:• Compliance needs – new laws, rules, policies• Strategic needs – transformation: new outcomes, focus

areas, new ways of working, new organisational models, performance framework, governance, partnerships

• Operational needs – new tools, processes, systems, platforms, matrixed, agile way of working, linkages and networks, performance measurement systems

• Personal needs – new usage of tools, processes, CPD

Analysis

CONTENTS DEVELOPMENT – GAGNE TAXONOMY AND KIRKPATRICK LEVEL

Check what contents are most suitable:• Knowledge• Skills• Behaviour• Level of impact: in order to have transformation impact must

aim to develop level 3 and 4 types of contents• For skills development: level 2 minimum• For knowledge development: level 2 minimum

Analysis

LEARNING MODELS – CURRICULUM DEVELOPMENT

Check what learning models are most suitable:• 33:33:33 – aspiring level: newbies, new managers and

leaders - transition • 40:20:40 – from aspiring to competency• 70:20:10 – from competency to proficiency• Training Within Industry (TWI) – from aspiring to

proficiency through JI, JM and JP

Analysis

LEARNING MODALITIES – CURRICULUM DEVELOPMENT

Check what learning modalities are most suitable:• Classrooms - synchronous• Coaching, mentoring, shadowing, job rotations• E-learning – synchronous and asynchronous• Learning resources – ebooks, videos, TedTalk• Forums/Communities of Practice• Accredited courses• Simulations

Analysis

E-LEARNING DELIVERY PLATFORMCheck e-learning baseline:• How familiar workforce with e-learning?• Digital by default policy – e-learning biased• E-learning delivery platforms? LMS? Internal or external facing?

E.g. using SSO – staff can only access using organisation’s laptops or anyone can access the LMS as long as not using personal email as unique identifier

• This will determine how staff access their e-learning courses – using organisation’s laptops or BYOD

Analysis

CONTENTS PRINCIPLESDesign

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1 2 3 4

5 6 7 8 9

CONSIDERATIONS FOR E-LEARNING DESIGNSApplied UX/UI Design Principles For Best Staff Learning Experience:• Learning outcomes and objectives• Flow of contents, ease of use, look and feel • Multimedia, resources• Assessments • If organisation has been using e-learning measure learners’ learning experience: Kirkpatrickand ROI. Make sure that learning KPIs are clear.

Design

E-LEARNING DEVELOPMENT• Storyboarding – themes, table of contents, learning

outcomes, learning objectives• Scripting• Deciding assets – voiceovers, videos, screencasts• Prototyping• Get consensus from SME and content owners• Testing with Reviewers selected by SMEs and content owners• Test on LMS in case of any bug and iframe size• Once pilot successful, go for full development

Development

E-LEARNING IMPLEMENTATION• Three stages: Alpha, Beta and Gold Releases• Alpha release: SMEs and project stakeholders• Beta release: Test users• Gold release: Final release• Sent communication updates e.g. through Yammer

and Essentials including time scale • Monitor for any feedback and issues

Implementation

E-LEARNING EVALUATION• Determine what level of evaluation – refer to Kirkpatrick

and ROI• Check analytics from LMS for learning metrics and

KPIs e.g. number of enrolment and completion • Collate feedbacks• Welcome positive feedbacks • Issues discussed with SMEs and actioned

appropriately

Evaluation

FEEDBACK

• Staff now wanted more contextualised e-learning with high quality instructions and multimedia

• E-learning now first preference for many employees with attractive look and feel, smooth information flow, clear learning objectives and outcomes.

Evaluation