How do you best describe a performance gap?

The difference between an expected output and actual output. A detailed analysis will reveal several factors for the same.

Often, the most common and most overlooked factor is the employee’s inability to perform on the job and deliver a measurable output.

Training courses to reduce performance gaps also address skill areas, which influence his performance on the job.

How would we design the best elearning to address performance gaps?

At one extreme, we create simulations, where the user enters a virtual environment and simulates the entire job environment to understand how to optimize his performance. Or we can create simple branched scenarios with decision points, which will help user identify actions and consequences in a job environment. Both these are treatment options are usually flash-based and require a high graphical output.

Now, with HTML 5 platforms, or mobile delivery platforms, both these approaches become critically inapplicable. Thus, as instructional designers, we need to innovate to suggest an instructional approach to address similar content for mobile and new technology platforms.

If your target learner is in the field and is most likely from sales, or takes the course as a certification, then he or she is more comfortable using a PDA, tablet, mobile or any portable computing platform. Most of these do not support high-end flash runtime environments. So, how do we create exciting content for these platforms?

The idea is to engage the user while he or she is on the move. The user is accessing learning in a possibly highly distracting environment.

We have to deliver content nuggets which he or she can view and interact with in a space of 15-20 minutes or less.

We not only have to engage the user,  but also deliver retention value content.

Let’s explore options with entertainment value and higher retention?

Our Options

• Short videos

• Audio podcasts or Audible

• Text based content nuggets with low-end graphics or no graphics

• Comic based applications

• Small learning games

Comics with minimal graphics is another exciting approach. They are short. They have conversation, context, teach value of scenarios and are continued on a daily basis. Dexter and Calvin and Hobbes are examples of the same.

Can we provide a simulation without high flash option and yet make it engaging?

The art of theatre has been low since the popularity of other media. The drama form is the best simulation that we have witnessed over the aeons. Can I create a small drama to address my audience? The instructional designer will create a script, with actors and storyline to record as an audio podcast or narration short video based film.

More and more, instructional designs need to adapt and innovate with their approaches to learning, and deliver it with new tools and new technologies.

To give solutions, whether in an E-learning or ILT, you have to take several factors into account
1. TNA/ Needs analysis results
2. Task analysis
3. ROl analysis
4. Learner and Context analysis

Post this, the ID lists possible methods of delivery such as, elearning, or ILT, or blended learning. After adopting the method of delivery, discuss a possible approach.
In elearning, after the approach is clear, ideate and write the content note options. An approach is rooted in theory and standard in practice, while a content note is derived from the raw content, and supported with examples. These notes are based on the approach decided on. The approach is also dependent on the ID model that your organization follows.

Solutioning is prior to development in the rapid authoring environment or rapid prototype model. In such a model, your development time is cut to less than half the normal time, but the process of  solutioning is not.

Quick, rapid solutions are not the answer to a robust learning program, that you will use to make a difference in your organization.

There is no trainer today, who will not use a training game in a session he or she delivers, no matter how short! Maybe the trainer will build his team with a game, or he might teach a selling skill with his game! But games have become an essential part of an effective training program.

Games bring fun to learning, and take away from the monotony of having to sit in a classroom, long after you have finished schooling.

Training games are of several types, which range from simulation to simple passing the parcel game. To make the game an effective learning tool, the trainer needs to tie it in with the central theme of his training session.

“It is not enough for me to pass on the ‘Chinese whisper’; I need to know how it relates to what I came here to learn. Will this game therefore stay with me, when I talk to the customer? Will I remember what I learnt from the game, when I talk about my product?

Or will I remember the five essential rules of communication, which I saw on the slide?

More likely, I will remember the game.  Why? It’s simple really.

I played it. I participated in it. I experienced it. I did not just read about it or hear about it. I took part in that training game.”

Games are the best form of experiential learning, promoting retention and recall at all levels. A business simulation, for example, would be the better way to enhance performance in your organization, as compared to say a boring 40 slide presentation, which tells you about key performance indicators.

To sum up, some of the most successful learning games include the following pointers:

1. They have an element of competition

2. There are some limitations or rules

3. There is  a visible outcome or a goal

4. Most importantly, there is a take-away or give you something of value, be it a reward or a learning nugget.

If we use the paradigm of Maslow’s Hierarchy of Needs on gaming, a lot of questions get resolved.

Let’s take the example of Farmville, the famous Zynga games product, available on Facebook.

Which needs are satisfied by Farmville?

Maslow's Hierarchy of Needs

1. Physiological needs – Games are a pleasurable activity, and players are having fun regardless of any other reason.

2. Safety and security needs – Tasks such as owning houses; building fences

3. Belongingness and Love needs – Connection with friends; Cooperatives with joint ventures; free gifts

4a. Self esteem needs – Status and climbing up a level; spending cash on a game which is also freely available. This includes being successful in the farm business, expansion in spa business, etc.

5. Cognitive needs – Tasks performed here map to bloom’s levels, including evaluation while making purchases etc.

6. Self-actualization needs – While the basic role is still of a farmer, other associated businesses allow the player to simulate wishes and desires.

The level of competition is at an intrinsic level only where you are competing to be the better farmer or reach a higher level. Since it is not multiplayer in absolute terms, competition is limited. The game presents the user with the usual challenge-task-reward format. It is created in a basic flash environment with cute graphics. However, is it a learning game?

A learning game is a game which would bring about a behavior change in the user, leading to an upgrade in the skill level.  A learning game is associated with some definitive content aimed at improving one particular skill or behavior.

Farmville simulates skills such as planning, organization and trade or barter. Whether these skills improve after playing this game for a long time is yet to be measured. A learning game incorporated with assessment can lead to measurement of whether the game has improved skills in any significant manner.

Serious learning games are used across sectors, such as strategic and tactical games for military, business, procedural simulations for health and other sectors.  Serious learning games have an underlying pedagogy and assessment as compared to games like Farmville, or Diners Dash.

The feedback is immediate and further motivates the learner to improve skills by replaying, as there is a positive element of challenge and competition.  There is also a belief in the learner that he or she will be able to improve skills and change behavior.

Learning games have some form of pedagogy, built in assessment and learning content integrated within the game in a manner that engages, involves and motivates the reader to learn.

Games encourage active form of learning. The learner moves from learning through a passive model to acquiring skills and changing behavior through an active model.

What is Asynchronous online learning?

• Flexible e-learning
• It is self paced learning acquired through online discussion forums, e-mail or online courses which allow you to study and communicate with the facilitator at your own time.

Is it effective?
From a prinicple of andragogy it is best suited to adult learners who are usually in a busy environment. It treats you as the mature adult that you are and allows you to structure your own learning. In many cases, you can select what you want to retain and focus on.

Can social media be used to effectively deliver e learning?  How effective are social media such as facebook and twitter in delivering asynchronous learning?

Social media engages the user like none other. It allows ther learner to discover, network and collaborate on many topics. But does it promote learning?

Are discussion forums with a definite purpose more effective?  Such as usingenglish.com. A site where your grammar queries are resolved through discussion and answers from moderators. Linked in Discussion Forums is another excellent example of defintive use of social media to exchange ideas.

A more structured approach is found in online graphic design and creative competition sites, such as worth1000.com or freakingnews.com.  Designers, photographers and creative writers can upload their work and subject it to constructive critiques, peer reviews and get tips on skill improvement.

Asynchronous online learning is also delivered through online tutorials hosted on a membership-based LMS. Tutors can create courses and administer them to a virtual classroom. The learner can log on at his or her own time, download the course, attempt tests and also chat to the tutor.

Asynchronous online learning is also scalable in nature. It can be delivered simultaneously to a large number of users. The number of courses can also increase in volume and kind.

Asynchronous online learning creates “…an integrated set of guidelines … to design and participate in authentic learning environments which invoke critical thinking, creativity, and complex problem solving while developing important social interaction skills.” (Nelson 1999 – Collaborative Problem Solving Theory)

A combination of social media such as twitter, linkedin discussion forum and a moodle hosted course can effectively deliver asynchronous learning to a large audience.  A modern blend of learning flavors.

At the designer’s work desk, it boils down to writing a storyboard or in some cases, a lesson plan. A lesson plan gets translated into the storyboard which specifies or details out the actual production output. Each of these granular units needs to be reviewed, keeping in mind parameters established at an early stage, assuming that parameters are established early.

In a situation where, the final output has not been envisioned properly, parameters are loose. Very often, designers rely on dynamic guidelines which evolve or get updated. Is that a good practice? Everything that I have learnt screams NO!  To address this need for guidelines, elearning organizations develop pilots.

Development of pilots is not just to provide the client a sample of your work, but an opportunity to interact with the client in co-developing the course. Ultimately, the product has to satisfy client needs. So, as you develop the pilot, you would identify the gaps in the development process; further define what the client requires; define specific guidelines; identify problem areas; and describe structure for client interaction on the granular level.

Still, parameters define how your review process will take place. Are you confident of addressing client needs? Do you have the skill and talent as well as subject expertise? Often subject expertise in the content is not needed. In most cases, client will supply the raw content. It is only where the raw content is sourced by you and has to be approved by the client, then you can have an additional step in the process.

The question is should you get the content approved first and then write your lesson plans or should the lesson plans outline the content?

Where the content is pending approval from the client, the review process becomes of paramount importance. The client review is now focused not just on the output but also the input. You review what you put into the course and you review the outcome.

The review process becomes more subjective and less defined. It also goes into several exchanges of changes; of deliberations. Suddenly you have given your client your team and not talent, as the reins of the course delivery are firmly determined by the client review team.

On the other hand, if the client provides the content at the outset, with firm guidelines, is it enough? The client checklists are for the output. You still review the input. And thus, the need for your internal guidelines is paramount. Specific and measurable – just like course objectives, a review needs to map to certain points. ID review guidelines define how your content will flow – what kind of screens will precede assessments. Will you intersperse your course with checkpoints? If so, when? Are you using interactivities or scenarios? When will you use them? Will you follow these with informational screens? Are there utilities like glossary or good to know pop-ups in your course? Are there try-outs?

Each and every guideline has to be detailed at the pilot stage. Or decided on before you even begin with the review stage. What about updates? Clients sometimes update guidelines. It just adds to the review challenge. Can you therefore, create a guideline which calls for a little scope of update, unless absolutely necessary?

The process leads to many conflicts at the micro level. Conflicts between the reviewer and the writer or conflicts with the client subject experts.

 At the macro level, you just haven’t defined a framework within which you can work smoothly. At the macro level, there are standards established by SCORM and AICC, which define how your elearning courses will be created? Compliance to these standards and processes will define your micro level guidelines.

Objectives – They need to be well – framed, specific and relevant. I argued that it is important to be creative while writing your objectives. But creativity is also bound by rules. Random creativity is chaos. It does not make logical sense. Why are specific objectives important? They not only tell you the intent of the design but also the limits. Good objectives outline topic coverage. They allow you to measure the weight-age that you need to give to a topic. Objectives are so much more then just telling the learner what the outcome of the course is going to be. To the designer, they are the bones which will hold the meat and flesh together.

Structure – Do objectives define the structure? Not necessarily. While, they are the bones, the structure is like the nervous system. The nerves decide how and where the message will be carried through. The structure will tell you how the message will be carried and where it will go. The structure of the topic decides on the order in which you will build up the elements of the topic. It allows you to order your concepts in a manner in which you want the learner to know them. This actually is the most exciting part of the design. You can derive the message through tools like scenarios and multimedia elements. Or you can keep your teach element direct and to the point.

Storyboard Plan- A good content outline is a part of the structure. That includes the introduction; teach screens, test screens and conclusion. These form the granular detail, the meat and flesh that will hold your bones and nerves together. How you will give life to the structure is decided in the storyboard plan? The number of screens, the type of screens, the amount of content on each screen, and most importantly, the nature of content on each screen are all a part of the storyboard plan.

Tools – The learner is a complex animal. No two learners can be alike. In fact, the same learner can learn differently. To meet the learner needs, you need a set of effective tools which will aid you in presenting your content in the most suitable manner. An instructional strategy based on the needs, learner and context analysis. The tools which will enable you to implement your strategy include simulations, scenarios, media elements, multimedia elements like audio and video and any other. The tools provide you with the skin, the outer element which allows you to dig into the meat below. Crispy skin with juicy sauces make for a good barbecued chicken. It’s your use of these tools which will make the design effective, flavorful and enhance long term retention.

• Discuss relevance of learning objectives in their present form
• Discuss creative ways of writing learning objectives

Okay…now that I have told you what this article is about? Do you want to read it? Maybe. Are you motivated to read it? Not really.

Precisely what Andy McGuire, Director of Global Learning and Development in Corporate Human Resources at Cummins, Inc. discusses in the blog on Bottom-Line Performance

Every time you start with a course, it is important for the learner to know what he will gain from the course and what the material presented to him will be about. Therefore we outline learning objectives for every elearning course which we design.

Still as Andy McGuire says it is time to do away with presenting learning objective’s in a bulleted list. Its time to present them creatively to the learner. Let’s tell the learner what he will learn but tell it in a different manner.

Recently, I reviewed storyboards for a course on teaching computers to young children. As an ID reviewer, the course was my worst nightmare come true. Forget about the overall strategy used, the course did not have any clearly mentioned goal or objectives, apart from being badly written. Half of it was already produced. The theme however was creative and the presentation of graphics was good. I was presented with the challenge to redo the course in an acceptable manner and ‘rescue’ it. After the deed was done. Well, I accepted the challenge.

I started by trying to frame objectives to tell children what they will be learning. Bulleted points with Blooms became irrelevant. The storyboard writers did not understand Bloom. They had no clue what I wanted when I asked for learning objectives. But the writers are creative. And have good ideas. I sat in a training session with them and explained why I needed them to outline objectives in each screen. It was tough.

So I came up with a plan. I told them you need to write objectives because you need to outline what you will teach the child in the course and in the storyboard that you are going to write. Okay. That made sense to them.

A new learning here – learning objectives have a two-fold aim. Objectives outline what you aim to teach in the course. This helps you design and plan content better. At the same time you tell the learner what  he or she will learn, if or when he completes the course.

But that was not enough. The problem was how to write objectives by incorporating them within the introductory dialogue in the beginning of each module. So I decided to write the objectives for them and ask them to re-script the course wherever possible.

My first review task was to creatively incorporate the objectives with the ‘Bloom tag and base’ into the dialogue. It was challenging at first, but more and more I realized that telling the learner what he is going to learn is conversing directly with the learner.So, all we need to keep in mind is to create an interesting conversation with the learner on what the course is all about.

And quit worrying too much about the bulleting and adding the tag sentence of “by the end of the course/lesson…” Believe me, that sentence has become the biggest put off in my life.

Andy McGuire also talks of involving the learners a little more by discussing the need to learn as well creating a scenario of their current situation and how they will change it after the course.

It’s time to get creative with our objectives. It definitely takes away the monotony of the course beginning in many elearning courses.

On an average we calculate seat time by assuming that user will spend minimum of two minutes to five minutes per screen. And then multiply it by no. of screens planned etc.

However, isn’t elearning about self paced learning? Learning anywhere, anytime?

I would hate to have to go through a good course at one sitting of forty five minutes or two hours. I might as well attend a lecture in a classroom.

Seat time also refers to the combined time that is spent on the course amounting to forty-five minutes or two hours. Without accounting for the breaks an instructional designer would still say that the user on an average would spend two hours on a particular course. And in most cases the ID would be accurate.

Why should I make seat time a factor while designing the course?

As a user, I prefer a course where I can go through a few screens and then take a break. I would like to take time to digest what I have read or just learnt. Then maybe come back to the course to continue learning. I want a course which allows me to read a few screens, apply what I have learnt, esp. if it’s a skill and then learn more.

It would indeed be great to create a course so engaging that the user is rooted to the screen for two hours.

Sure, a game might keep me there for two hours. And even games have pause buttons unless I am online fighting an imaginary enemy in a MMROPG.

Or maybe a simulation would keep me there. Sure simulations are great to learn from. As a user, they involve me so completely, that two hours later I still want more.

Does real learning occur in those two hours?

What do you measure when you evaluate the effectiveness of most elearning courses?

# As per Kirkpatrick, we measure whether user reaction has created a desire for learning. And whether the learning changes behavior and demonstrates results.

When does learning occur?

# Learning is said to have occurred when content material is recalled at the time of application of a skill or principle.

How does learning occur?

# Most learners will go through the course but once. Retention of learning rarely happens on the first and only exposure to content. Unless retention takes place, will it be possible to transfer learning?

Does retention occur when you do not repeat the content just learnt?

# Retention of learning is confirmed when the user is assessed on the content presented. Assessments do not guarantee that retention will occur beyond the assessment. Nor do they ensure transfer of skills.

How does transfer of learning or of skills occur and how does retention take place?

# If I see a movie like Matrix Revolutions, I can tell you the scene sequence only if I watch it at the least – twice, with specific attention to scene sequence. Repetition.

Let’s face it – most of us are not brilliant learners. Most of us do not really want to learn a new skill unless it is absolutely necessary, unless our motivation is really high. Most of us are stressed learners. Most of us do not want to spend business time on learning courses or skills. Most of us would rather take the course in the free time between projects or meetings or be in a learning place of calm and quiet.

The challenge therefore is to create content which promotes retention and transfer of skills, irrespective of the time any user spends on it.

Then why does the design have to factor for a seat time of an elearning course?

Why not simply give the number of screens which will be created?

Anyway the cost of the course will be calculated as per screens developed rather than how much time the user will spend on it. After all we are undervaluing the course if we cost it as per one use seat time. Nor am I accounting for development time if I cost it as per seat time.

One hour of seat time does not in any way equate to a certain number of man hours on the development time. Most project post mortems will tell you that they spent much more time than estimated or budgeted for. Few will tell you that they spent much less time. Hardly any will state that they spent the exact number of man hours estimated as per the project plan or budgeted as per the plan.

As an ID, I do not want to tell the users how much time they should spend on it. Or the ideal amount of time that they may take to go through the course. Nor do I want to use forced navigation to ensure that users meet my estimated seat time requirements.

I want to tell the users that they can spend as much time on it as they want to! Or as little. I want the users to be responsible for their own learning with the content presented to them. I want the users to engage in the learning process so that they can apply this learning on the job.

After all, it is the transfer of skills that the client seeks. My output is much better when I worry less about the user’s seat time requirements. I can give you a design that will motivate the users to not only ‘spend’ time on the course but see the course as an investment. A design so compelling that will ensure that the users will want to remember the content.

Finally,

Did you know that IRDA regulations require an examinee to spend at least 100 hours of practical training with an authorized institution?

Most institutions deliver this training either via lectures in a classroom or by giving an online timed course. Once 100 hours are accounted for, the candidate is eligible to appear for the IRDA certification exam.

Here’s how online courses ensure 100 hours of seat time.

• Forced navigation – The forward button is disabled for two-three minutes.

• Put a timer and clock user activity. The courses are hosted on LMS with logs.

Here’s how the user beats it.

• Pays a rookie to log in every day and click every screen.
• Or simply logs on, opens an alternate tab to watch you tube and after two minutes switches back to the course to click NEXT!

A festival of learning – I was fascinated when I read this. To make a festival out of learning. Just imagine how powerful this idea is.
If translated to the rural context, it might attract those who force their children to drop out of schools.
Of course the theme of this festival and target audience are different – but the concept is universal.

In India, there are still large areas where learning in inaccessible, and considered unnecessary. However, a festival excites them and is consideered necessary as it is centered around the gods and brings blessings. If there were to be a festival centered around Goddess Saraswati , the goddess of learning, I wonder if all those masses would be attracted to learning.

Vasanta Panchami is celebrated every year when saraswati puja takes place. An interesting time for the festival. A few weeks or atleast one week of classes with accelarated learning and motivational offerings for drop- outs to rejoin schools. A time when educational institutes can open doors with discounts or offer free vocational skills for those who cannot afford it. Rich blessings but deserved.

A festival of learning is just what Indians need- in the right context though.