Presented within Facebook using udutu (online courses authoring). COOL & FREE
Web 2.0 vs web 1.0
new generations communicate with new tools that are often out of your control
IM, Facebook, RSS, Blogs, Skype
We need to learn these tools or we will be left behind these users.
Started as a research group at Royal Roads University.
When building a learning organization only a small part of what we develop is what they learn. A great deal comes from peers, family, hands-on, etc.
3 types of elearning that effects elearning.
1. Explicit learning - structured & Basic Information
- cd rom, cbt, web sites, books, articles, wikis, google, podcasts, videos ( Aware - Conceptual)
2. Applied Learning - Applying techniques & strategies
- case studies, simulations, practicums, assessment, games (Functional)
3. Tacit Learning - Action & Applied Learning
- learn, solve, mentoring, collaborate, blogging, forums, social networks (Competent - Expert)
Build what we are teaching into their everyday lives.
- compliance training & certifications
- measurable results
- timely
- more knowledge
- easier to access
Challenges of elearning
-implementation process painfully slow (IT, $, etc)
-SME - where to start, who maintains control, animators, IDs, web developers.
-bring everyone together so they can be simultaneously involved then everyone is access the authoring tool at the same time, and feedback becomes more timely
-when everyone believes it is ready; it most likely is
-costs and budgets - can get derailed quickly with other projects, issues, etc.
-infrastructure can limit what projects you can try/use
-learning curve can we quite difficult not only for the students but for the administrators as well
-SME might also think that by putting their material online you are devaluing what they bring to the organization
If you can engage all these people you will have a better end product.
needs: good story, real challenges, ability to learn what they want to learn
(ie: choose your own adventure)
-try using video clips cut with questions/activities in between relative to the content
-or use graphics if you don't have access to video
-if no access to flash tools or designers - udutu has built in scenario templates (choices branch you to various answers)
Showing posts with label Engaging eLearning. Show all posts
Showing posts with label Engaging eLearning. Show all posts
Tuesday, 15 April 2008
Generation Y? Designing Learning to Engage Your Workforce - Dr. James E. Guilkey
Who are they?:
Born between 1980-1992
70.4 million (US)
80% have computers 7.5 hrs of media a day
shorter attention spans
resistant to lecture
prefer action
low threshold for print sources
more comfortable sharing info
Prefer:
graphic expression
creative thinking
- go in get what they need, get out, don't like being locked in learning loops
large variety of activities
game-like
engaging
Case Study with Valvoline:
mainly males
like cars
like games
Contents are "races:
Modules are "laps"
Given scores for completion
Activities "pit stops"
Ever present coach didn't work, but the ability to pull up a coach when needed was more effective
Cartoon/graphic of how something works, but text/voice over that goes over how it is working.
Get points for each correct answer.
Give them a clue to what you want them to find, click the diagram for the right answer, get points and sound gratification for right answers.
Clues in different order each time.
Always give them something - points, feedback, reinforcement, less points for each try.
Feedback tool: always there so that the modules can be constantly updated, not only during prototype trials.
Somethings still need to be taught in person or hands-on. But those items within a class or book can be turned into engaging games.
Timing sometimes is not great unless it is important to the skill being developed. Can cause a little greater anxiety.
Levels can be taken in any particular order. Gen Y hates this, but it maybe necessary when it is pre-requisite knowledge. Try to avoid if possible.
Case Study with Biomet Orthopedics:
large number of Gen Y (sales and OR work)
Need to know anatomy, other complex knowledge
We having low retention rates after 90 days from large manual and 18 day class, there was no tracking. Large array of knowledge did not have everyone on the same playing field.
18 Day course.
Used Blended Approach:
competency model
behavioral interview guide
structured field experience
web-based training
web-based testing and certificate
performance support components
Audio CDs
Classroom
Results:
Retention went for 60-80%
test scores 83-92%
18days to 10days of classroom
save $700000 over 3 years
sales increase
used globally and translated into Japanese and Spanish (only language based, not cultural)
Learning Content Contains:
Detailed Graphics
Animations
Interactive Exercises
Glossary
Games for learning included various forms of media. Knowledge here was number one thing needed. Many, many terms that then were included in the learning. Works within the program were included in a click-able glossary and also were linked to an audio file that pronounced them. Nest terms this way for Just-in-Time learning.
Gen Y do not mind - wrong try again, this is a great opportunity to feed them more information (text, graphics, animations, audio)
Does not need to be FLASHY, just needs to look like it is not bullet points, needs layers of information - they can dig a deep as they want into a topic, or if they know it - then they can just move on to the next topic. Any gaming tools - ie: matching games, drag and drop, click here, crosswords, etc
Humour - Gen Y's appreciate, need, and still can learn from humorous learning activities.
Keep it problem based - most adult learners all like this type of learning.
Newer Gen Y learning techniques are good for other generations as well as they get just as excited and engaged in this learning. Some techniques they may not be comfortable with to start with, but tend to appreciate it quite quickly.
Use the testing very much as another section of the teaching. Old mind set is that they shouldn't go back to look at information, but in doing so learners are relooking/relearning information 2-3 times and therefore increasing retention.
Case Study Huntington Bank:
Instead of a large facilitator guide, large manuals, took online materials to create blended learning.
Exercises done online before coming to class we brought back into the class for the facilitator to use instead as learning activities.
Use video segments to learning. Ask questions after, what went well, what didn't, what should have been said. Some in reiteration of pre-learning online, some is new to the classroom.
Be thoughtful of bandwidth though.
Born between 1980-1992
70.4 million (US)
80% have computers 7.5 hrs of media a day
shorter attention spans
resistant to lecture
prefer action
low threshold for print sources
more comfortable sharing info
Prefer:
graphic expression
creative thinking
- go in get what they need, get out, don't like being locked in learning loops
large variety of activities
game-like
engaging
Case Study with Valvoline:
mainly males
like cars
like games
Contents are "races:
Modules are "laps"
Given scores for completion
Activities "pit stops"
Ever present coach didn't work, but the ability to pull up a coach when needed was more effective
Cartoon/graphic of how something works, but text/voice over that goes over how it is working.
Get points for each correct answer.
Give them a clue to what you want them to find, click the diagram for the right answer, get points and sound gratification for right answers.
Clues in different order each time.
Always give them something - points, feedback, reinforcement, less points for each try.
Feedback tool: always there so that the modules can be constantly updated, not only during prototype trials.
Somethings still need to be taught in person or hands-on. But those items within a class or book can be turned into engaging games.
Timing sometimes is not great unless it is important to the skill being developed. Can cause a little greater anxiety.
Levels can be taken in any particular order. Gen Y hates this, but it maybe necessary when it is pre-requisite knowledge. Try to avoid if possible.
Case Study with Biomet Orthopedics:
large number of Gen Y (sales and OR work)
Need to know anatomy, other complex knowledge
We having low retention rates after 90 days from large manual and 18 day class, there was no tracking. Large array of knowledge did not have everyone on the same playing field.
18 Day course.
Used Blended Approach:
competency model
behavioral interview guide
structured field experience
web-based training
web-based testing and certificate
performance support components
Audio CDs
Classroom
Results:
Retention went for 60-80%
test scores 83-92%
18days to 10days of classroom
save $700000 over 3 years
sales increase
used globally and translated into Japanese and Spanish (only language based, not cultural)
Learning Content Contains:
Detailed Graphics
Animations
Interactive Exercises
Glossary
Games for learning included various forms of media. Knowledge here was number one thing needed. Many, many terms that then were included in the learning. Works within the program were included in a click-able glossary and also were linked to an audio file that pronounced them. Nest terms this way for Just-in-Time learning.
Gen Y do not mind - wrong try again, this is a great opportunity to feed them more information (text, graphics, animations, audio)
Does not need to be FLASHY, just needs to look like it is not bullet points, needs layers of information - they can dig a deep as they want into a topic, or if they know it - then they can just move on to the next topic. Any gaming tools - ie: matching games, drag and drop, click here, crosswords, etc
Humour - Gen Y's appreciate, need, and still can learn from humorous learning activities.
Keep it problem based - most adult learners all like this type of learning.
Newer Gen Y learning techniques are good for other generations as well as they get just as excited and engaged in this learning. Some techniques they may not be comfortable with to start with, but tend to appreciate it quite quickly.
Use the testing very much as another section of the teaching. Old mind set is that they shouldn't go back to look at information, but in doing so learners are relooking/relearning information 2-3 times and therefore increasing retention.
Case Study Huntington Bank:
Instead of a large facilitator guide, large manuals, took online materials to create blended learning.
Exercises done online before coming to class we brought back into the class for the facilitator to use instead as learning activities.
Use video segments to learning. Ask questions after, what went well, what didn't, what should have been said. Some in reiteration of pre-learning online, some is new to the classroom.
Be thoughtful of bandwidth though.
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