With a growing trend for everything “on-demand,” eLearners expect faster and shorter learning experiences too. One way for Instructional Designers to fulfill that need is through microlearning. But what exactly is microlearning, and how should you go about successfully designing micro-courses?
This post was first published on eLearning Industry.
Online training is an exciting option for both instructors and learners. This is because of its numerous benefits, such as saving time, effort, resources, and learning costs.
This post was first published on eLearning Industry.
E-learning templates can be a bit challenging. On one hand, they speed up production. And then on the other they may introduce constraints in the learning experience design.
An e-learning course screen has a specific structure. It’s usually rectangular and contains text and imagery. The text and imagery are laid out on the screen and is constrained by up, down, left and right placement. Of course, the possibilities for layouts can be endless, but there are probably just a few dozen layouts that make sense for e-learning courses.
Here are a couple of recent posts where we discussed the anatomy of e-learning templates and how to get the most value out of templates.
Templates work for repetitive processes because they can be used over and over again. For example, most courses have some sort of simple list of learning objectives. While the course content may change, those course screens are usually consistent.
Courses consist of content that is contextual. And from a learning experience, that contextual content has specific teaching requirements. For example, if I teach how to use software, then the screens are dependent on screenshots. And if I teach how to interact with a customer, the visual context is best represented in a manner similar to how you may interact with the customer.
I may find some good general layouts for simple content, but as soon as I have to work with specific content, I find that there’s a lot of tweaking and adjustments made to the templates that may mean I save more time just starting from scratch.
I like to separate my templates into three parts and find the most value in using templates in the first and third.
Most courses have the same or similar starting points with welcome screens, instructions, objectives, sections, etc. And they also have similar exit points such as summary screens, next steps, and exit instructions.
Those two parts, the entering and exiting of courses, are perfect for templates. The templates are easy to insert, update, and contextualize. The middle part that deals with the actual course content is different.
Course content templates are great for simple text layouts. They break down as the content design becomes more specific. That’s fine, just use templates for the beginning and end and for simple text. But don’t waste time trying to force content into a template. Or worse, don’t create a template and force the course authors to make the content comply with a template.
Templates are great for e-learning. However, they exist to save time. Keeping templates for easy-to-repeat screens makes sense. Forcing content to fit templates probably doesn’t. But that’s OK. Just use the template screens where you need them and start with blank screens where they need customization. Don’t waste time fitting a square peg into a round hole.
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Want to learn more? Check out these articles and free resources in the community. |
Here’s a great job board for elearning, instructional design, and training jobs |
Participate in the weekly elearning challenges to sharpen your skills |
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Get your free PowerPoint templates and free graphics & stock images. |
Lots of cool elearning examples to check out and find inspiration. |
Getting Started? This elearning 101 series and the free e-books will help. |
As a freelance eLearning developer, having an Instructional Design portfolio is essential. If you’re thinking about developing your Instructional Design portfolio, this article will walk you through how I created several using a simple WordPress plugin.
This post was first published on eLearning Industry.
“We have to lock the course. If we don’t, the people will just skip all of the content until they get to the end.”
If you build e-learning courses, you probably hear this all the time. But here’s why you need to unlock your course.
Just because people are forced into the content doesn’t mean they’re learning from it. Reading, seeing, or hearing information is just a small part of the learning experience.
Locking the course navigation can only measure a person’s access to the content. It can’t measure their attention span or their understanding of the content.
Experience and bias cloud our understanding of what we learn. A new learner may struggle to figure out what goes where and when. And a more experience learner is plugging information into predefined boxes and categories.
Locking course navigation assumes everyone approaches the content the same way and at the same speed. A new person may need more time, whereas a more tenured person can quickly skim and move on. Trying to control the navigation creates a frustrating experience.
Personally before I learn something new, I like to gain a big picture understanding. For example, if I get a new resource book, I skim in, look over the chapters, check out illustrations, and perhaps glance in the back and references. This helps me get a sense of what’s in there and where things will go.
I like the same when I take online training. I want to build some context which helps me know how everything fits together. It throws me off, if I am forced to go through the content A to Z with no ability to jump around and peek a bit.
Odds are you have a lot of learners who feel the same way. Some want to review everything. Some need a lot of information. Some want to touch and play around a bit.
Open the course up and let those who want to jump to activities to go there and vice versa.
The ultimate objective is that the person learns. The key is getting them to demonstrate their level of understanding. Instead of focusing on screen after screen of content and locking the navigation, create the locks around activities where they can demonstrate their understanding.
For example, let them skip reading company policies. Instead, have them apply the policy to a relevant situation. You can lock the course at that point. They need to complete X activity to demonstrate that they understand the policy. Give them freedom to move around to learn and collect what they need. But lock the course based on the activity that measures their understanding.
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Want to learn more? Check out these articles and free resources in the community. |
Here’s a great job board for elearning, instructional design, and training jobs |
Participate in the weekly elearning challenges to sharpen your skills |
|
|
|
|
Get your free PowerPoint templates and free graphics & stock images. |
Lots of cool elearning examples to check out and find inspiration. |
Getting Started? This elearning 101 series and the free e-books will help. |
How often do you put your adult learners into consideration when designing your eLearning courses? Are you utilizing the right Instructional Design approach to deliver a learning experience that meets their needs?
This post was first published on eLearning Industry.
Instructional Designers have the power of designing amazing content that matches the learning need. Failure to design content well might confuse the learners further. This article provides tips for smart content designs that reinforce the importance of your responsibility as content designers.
This post was first published on eLearning Industry.
Good multiple-choice questions are difficult to write. But writing good multiple-choice questions isn’t optional. Poorly written multiple-choice questions can compromise assessment data, confuse participants, and cause organizational and legal problems. In this article, I discuss some truly critical aspects of writing good multiple-choice questions so that you can start making your questions better right away.
This post was first published on eLearning Industry.
Instructional design can facilitate a unique transformative process within your organization. If you are familiar with its principles, these more advanced techniques will help improve your L&D plan's efficiency.
This post was first published on eLearning Industry.
Are you an Instructional Designer? Have you ever played chess? Maybe you hate the game? Many say it is a difficult game so why even try to learn, right? Is it possible to view the challenge as a possibility to learn something new, to advance your skills? What in the world am I talking about? How is the game of chess related to the field of Instructional Design? Take a moment to think about it? Come up with any connections?
This post was first published on eLearning Industry.
