six ‘rules of the road’ for designing ilt and elearning

20

Upload: infopro-learning-inc

Post on 15-Jan-2017

29 views

Category:

Education


1 download

TRANSCRIPT

Page 1: Six ‘Rules of the Road’ for Designing ILT and eLearning
Page 2: Six ‘Rules of the Road’ for Designing ILT and eLearning

About the Author

Kathy Sherwood is the Director of Leadership and Organizational Development for InfoPro Learning. Prior to InfoPro Learning, she was the founder and senior partner of a global leadership development company for more than 20 years.

Kathy’s specialty is creating a customized blend of workshops, coaching, simulations, and e-learning tools to provide leaders and managers with a competitive advantage, while also maximizing the return on training investment for their organizations

Page 3: Six ‘Rules of the Road’ for Designing ILT and eLearning

The 8 Top Reasons to Opt for Custom eLearning

Transitioning from instructor-led to eLearning instructional

design may be daunting because it appears to require a new

mindset. But while the technology provides new options not

available in an ILT (instructor-led training) class, many of the

instructional design principles remain the same.

Page 4: Six ‘Rules of the Road’ for Designing ILT and eLearning

The 8 Top Reasons to Opt for Custom eLearning

The Six ‘Rules of the Road’

Page 5: Six ‘Rules of the Road’ for Designing ILT and eLearning

The 8 Top Reasons to Opt for Custom eLearning

1. Know Your Audience

Page 6: Six ‘Rules of the Road’ for Designing ILT and eLearning

Six ‘Rules of the Road’ for Designing ILT and eLearning

1. Know Your Audience

Know your audience and what they will be doing with the learning following

the course. Consider what’s “nice to know” and what’s “essential to know”

and the duration of the learning event.

This will guide your learning objectives and high-level design that should be

signed off by key subject matter experts and stakeholders before you get into

the development of the course itself.

Page 7: Six ‘Rules of the Road’ for Designing ILT and eLearning

The 8 Top Reasons to Opt for Custom eLearning

2. Chunk Your Content

Page 8: Six ‘Rules of the Road’ for Designing ILT and eLearning

Six ‘Rules of the Road’ for Designing ILT and eLearning

2. Chunk Your Content

Chunk your content into sizeable and logical components (we call them

modules and within them are lessons). Once the course design is completed,

lay it out in sequence and ensure it flows logically, and that there are varied

activities (see more about potential activities below). We suggest an activity

every 5-7 minutes for ILT programs and every 1-2 minutes for eLearning.

Page 9: Six ‘Rules of the Road’ for Designing ILT and eLearning

The 8 Top Reasons to Opt for Custom eLearning

3. Provide ‘Milestones’ that

Learners Must Pass

Page 10: Six ‘Rules of the Road’ for Designing ILT and eLearning

Six ‘Rules of the Road’ for Designing ILT and eLearning

3. Provide ‘Milestones’ that Learners Must Pass

Provide “milestones” that learners must pass before they advance to more-

difficult content. This may include self-assessments, demonstrations or role-

play activities, all of which can be done in either venue. As the content gets

more complex, continue to roll-up the information into a visual depiction and

summarize before completing the course.

Page 11: Six ‘Rules of the Road’ for Designing ILT and eLearning

The 8 Top Reasons to Opt for Custom eLearning

4. Provide Reinforcement or

“High-Touch”

Page 12: Six ‘Rules of the Road’ for Designing ILT and eLearning

Six ‘Rules of the Road’ for Designing ILT and eLearning

4. Provide Reinforcement or “High-Touch”

Provide reinforcement or “high-touch” ideally by the managers of the

participants before the learning event (to ensure readiness for the learning

and an understanding of the context for the learning or WIIFM) and following

the event (to ensure application to the workplace and motivation for

continuous learning).

Page 13: Six ‘Rules of the Road’ for Designing ILT and eLearning

The 8 Top Reasons to Opt for Custom eLearning

5. Vary Activities

Page 14: Six ‘Rules of the Road’ for Designing ILT and eLearning

Six ‘Rules of the Road’ for Designing ILT and eLearning

5. Vary activities

Vary activities by considering such possibilities as:

• Role Plays/Skill Practices – can be done in both elearning and ILT, this proven

activity provides a workplace scenario and offers the opportunity to practice a set

of skills or concepts before trying it out on a customer, client or direct report.

• Video – recognizing that this is a “passive” technology, it can be made more active

through post-viewing debriefing, testing, etc. The more customized, the more

interesting to the viewer (both in the classroom and on the screen) but can be

tough on the budget.

Page 15: Six ‘Rules of the Road’ for Designing ILT and eLearning

Six ‘Rules of the Road’ for Designing ILT and eLearning

5. Vary activities

Vary activities by considering such possibilities as:

• Tutorials – in elearning, students click through the content at their own pace,

listening, viewing, and interacting with self-assessments to check understanding.

SCORM-compliant tutorials can interface with your preferred learning management

system to record and report student progress. SCORM content also can be moved

to new delivery systems as your needs and infrastructure evolve. In classroom

training, these are the content presentations interspersed with activities (every 5-7

minutes) to ensure active involvement.

Page 16: Six ‘Rules of the Road’ for Designing ILT and eLearning

Six ‘Rules of the Road’ for Designing ILT and eLearning

5. Vary activities

Vary activities by considering such possibilities as:

• Simulations – both in eLearning and in the classroom, simulations advance the

level of learner involvement because they change the conversation; decisions made

by individuals and teams change the narration and the course of the simulation. The

development of a computer-based simulation integrated in eLearning is optimum

but expensive. For classroom training, purchasing generic computer-based packages

is less expensive than building custom ones. Building “low-tech” simulations can be a

cost-effective and a highly effective alternative for classroom training, especially to

demonstrate topics such as enterprise-wide systems (SAP), teambuilding, etc.

Page 17: Six ‘Rules of the Road’ for Designing ILT and eLearning

The 8 Top Reasons to Opt for Custom eLearning

6. Remember that Learners

Prefer to be in Control

Page 18: Six ‘Rules of the Road’ for Designing ILT and eLearning

Six ‘Rules of the Road’ for Designing ILT and eLearning

6. Remember that Learners

Prefer to be in Control

Always remember that learners prefer to be in control of their own learning,

so opening up the environment to provide choices or paths that are not

always linear can be more engaging and fun. Adult learners bring with them so

much experience – regardless of age – that we can provide a truly

memorable path for continuous learning when we give them an opportunity

for choices whenever possible and regardless of the venue.

Page 20: Six ‘Rules of the Road’ for Designing ILT and eLearning

We help organizations rapidly transform talent by focusing on

Learning for Performance.

A global, award-winning learning and training solutions company for almost 20 years, InfoPro provides performance improvement strategies,

blended learning solutions, and managed training programs.

One of the world’s leading providers of learning and training solutions.

About InfoPro Learning

For more information, visit www.infoprolearning.com