Monday, September 18, 2017

How Microlearning Impacts Coaching and Behavior Change - Tip #149


In California, there’s a law that discourages people from using plastic bags. Supermarkets will charge you $.10 if you need a bag -- it’s no longer free. But dang! I always forget, so I end up hauling my purchased goods one by one to my car. I haven’t yet learned to carry a bag. I still forget.

Change is Hard

Each time I forget to bring a bag, I resolve to change (I'm going to bring a shopping bag next time); however, my behavior has not (I still forget!). And this isn't just me. In a study on the "Take 5" program, 35% of respondents believed that they should eat 5 fruits and vegetables daily; however, only 11% actually came through.

People find it hard to change their behavior EVEN after a life-changing event. Dr. Edward Miller, CEO of John Hopkins Hospital from 1997 to 2012, shared in 2006 how “90% of all the people who have had heart bypass surgery and or an angioplasty within two years of their surgery have gone back to the exact same lifestyle they had before the surgery.”

Micro-Coaching

One of my favorite books by Ken Blanchard is the One-Minute Manager (1982). The book talks about the three key secrets of being a good manager: goal setting, praising, and redirecting or reprimanding. To me, those three key actions sound like “micro-coaching.”
Credit: Amazon

Changing behavior, coaching and sorting out problems are really very tiny, specific actions that take time to do. So it’s difficult to change behaviors about multiple things and ideas at the same time. If the stores require that I show my ID and explain why I didn’t bring a bag, and send me home to get my bag... Well, there are too many things to learn and remember -- and I will hate it. (This is of course an exaggeration.)

Instant Coaching

I have worked with thousands of trainers, designers and leaders, and everyone recognizes this challenge in changing behavior. But, while they agree there’s a problem, they also recognize that it’s inevitable that learners need to change behaviors for everything they wish to learn. So there’s a disconnect in what we believe and what we do.

My work on Microlearning leads me to believe and practice the following.
  • Learners usually decide they want to change behaviors, not because of the content or learning materials, but because they see it as a necessity to be effective in doing their work.
In transpersonal psychology, this is the emotional connection to the new behavior or the innate desire to develop and grow. Shifting to the new behavior must mean something for the learner so they can put sustained effort at achieving behavioral change.
  • Coaching works, not because of the coach, but because the learner can coach himself/herself. They can observe, reflect and then coach themselves.
In LinkedIn’s 2017 Workplace Learning Report, one of the key strategies toward a successful L&D program is to build a culture of Transformative Learning. It includes change in actions, where learners observe, apply and experiment in order to learn and grow.
  • Goals are aligned and problems are solved, because the adjustments are made in smaller ways. Even big goals are changed by taking small actions. For instance, by implementing simple rules in the workplace like stopping rules or rules of thumb, learners are making minor adjustments that result in big wins for the organization.
The change of behavior, therefore, is possible because the worker has the answers from experience, other people and bosses, and access to content. They don't change behaviors because of training sessions.

Making content smaller has nothing to do with reducing the size of content or splicing big content into chunks. Rather, it is about how workers make the change, how they coach themselves, and how they align goals and solve problems.

You Might Also Be Interested In

Surgical Insertion of Micro-Scenarios that Beautify and Fire Up Your eLearning

12 Metaphor Story Questions to Engage Learners
Tip #58 - Learning in 30 Seconds-Learning ala The Matrix Style
Tip #87 - Why Simple Rules Produce Instant Learning and Application

Resources

Ken Blanchard
The psychology of change management by Emily Lawson and Colin Price
LinkedIn’s 2017 Workplace Learning Report
Tip #87 - Why Simple Rules Produce Instant Learning and Application




Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Monday, September 11, 2017

The Secrets of Graffiti Learning Pros - Tip #148

How do you sneak in success into your learning design?

When I conduct webinars or speak in workshops and conferences, I meet two types of learning pros: the Fixer-uppers, or those who help learners fix things, and the Sprayers, or those who “spray” learners “band-aid” solutions and content. Because they focus on different approaches, you might think they contradict at all times. At first glance, yes, it might seem that way, but these different approaches can both help.

The “fixer-uppers” are most likely the trainers or designers who are proximal to the problems, and right then and there provide answers. They may be the buddies, supervisors or people who have experienced the same issues that learners have.

The "sprayers" are more likely the pros that live away from the work situation so they take all knowledge they can take from SMEs, documentations, and secondhand knowledge and information. They build large content and repositories. This is their strength. They provide solutions, but learners just have to drill down and find them.

There’s a "spray person" and a "fixer-upper" in all of us. But there’s also a third type: the graffiti person.

Graffitis and Learning

Graffiti artists paint rapidly, create ideas and leave colorful markings on walls. They’re driven and they work fast. (People say if it’s not done in five minutes, then it’s not graffiti.) Because many people dislike them, such as the police and maintenance staff, graffiti artists work incognito. They don’t claim fame and they don't get paid. They sneak into places and leave only their work behind.

In the eLearning space, graffiti learning is most of the time “out of control." Graffiti learning pros are unhappy with the spray-can people and the fixer-uppers, and like graffiti artists, they sneak in solutions.

This is what the graffiti people say:

"I’m unhappy with my program. There's got to be a better way to engage learners."

"I tested this small thing and it made a huge difference."

"If I ask my boss, he will say no, so I sneak in the new approach to test it."

"Like a snail, I inch in new ideas. Then they see it and say, ‘Wow’."

The “sneaking in” approach might be seen as a small one, but for the graffiti people, it’s the only way to go. They know that through this, change happens.


Graffitis can be a modern art form or a complete nuisance, depending on your point of view. But “graffiti has a better chance of bringing in new meaning or changing mindsets and perspectives than anything indoors,” a well-known graffiti artist named Bansky has been quoted as saying. “Graffiti has been used to start revolutions, stop wars…” In the very least, graffitis make you think.

In one article, Bored Panda lists more than 20 graffitis that tackle the issue of climate change and hits the nail on the head: “This street art uses simple slogans and provocative images to spread important and inspiring ideas in ways that are easy to remember. Such art can inspire people to action or at least remind them about important issues that they may have forgotten.”

The Key to Learning Design Success

In a recent blog post, I shared several tips on implementing a corporate-wide story-based learning approach. I mentioned that training content should be embedded as part of the story. Sneak in training content with an engaging story and learners have a better chance of learning than using the traditional, boring approach.

It’s pretty much the same when applying new learning designs. When someone asks me how to apply Microlearning or Story-based Learning design elements in their courses, I say Sneak. Don't call them anything. Don't call them a design. Don't call attention to them. Just do it. Sneak them in."

This is how you sneak in success!

Resources:

Banksy
20+ Powerful Street Art Pieces That Tell The Uncomfortable Truth
Tip #83 - How to Implement a Corporate-Wide Story-Based Learning
Tip #20 - Weaving Stories and Factual Content for Seamless Lessons

Tip #59 - The Brain and The Stories We Tell: Top Reasons Why Stories Change Our Behavior

You Might Also Be Interested In:

Tip #120 - It’s Really That Simple - Steps in Story Learning Design - Try the Live Exercise
Tip #124 - Are Instructional Designers Incapable of Micro-Learning Design?
Tip #141 - Advanced Models of Story-Based eLearning Design
Tip #146 - You Too Can Be a Da Vinci of eLearning Design




Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Wednesday, September 6, 2017

Are We Taking the Concept of “Micro” Too Far? - Tip #147

I was reading an article in The New York Times about how a company in Wisconsin wanted to microchip their employees. My first reaction was absolute horror and all I could think of was that this is what I do to my pets to find them. Then I wondered if we really have gone too far with this whole “micro” concept thing as my thoughts wandered to the movie “1984” with its portrayal of big brother watching. As I continued to read, I saw that fifty out of eighty employees actually volunteered for this procedure. Skeptically searching for any conceivable reason a person would allow themselves to be microchipped by their workplace, I found a surprising answer.
Sometimes you have to see the purpose to understand the value

This microchip would make it quicker and easier for these individuals to do things such as access the building they work in and pay for their lunch with a simple swipe of their hand. The interviewees expressed a common desire of making things quicker and easier (that, and the idea that this was going to be happening in the near future anyway). No more looking for an access card that was misplaced or waiting in line for someone to locate their wallet at lunch. At the swipe of a hand, the result is instant.
Then I read another article about building a portable computer on a USB drive where a mini computer containing all the apps, programs, and files can fit in your hand. Again, the purpose lies in the desire to make things quick and easy.

How does this connect to microlearning?

When I take the concept of micro and apply it to the content development environment, I begin with the idea of purpose, quick and easy, and then add accessible and immediately applicable. This is microlearning and it is the next big thing.
What we typically understand microlearning to be is a technique that provides the learner with bite-sized information that fits in a time span of three to five minutes, and is offered frequently to improve skills. The focus is chunked content presented quickly, over an extended period of time to build knowledge. But is microlearning only about learning that is quick and easy or are we missing the true advantages that microlearning has to offer beyond knowledge, retention, and expertise?

Microlearning is about micro-actions

Microlearning is more than a way to arrive at the corner of Knowledge Lane and Expertise Drive. It goes beyond the limitation of learning a skill. Microlearning is a practice where learning is not an end to itself; but a practice that focuses on what is needed at that moment in time providing a bridge to the necessary steps for completing an action. When we take microlearning and connect it to micro-action, this practice thrives beyond the LMS, typical corporate training, and professional learning, and brings the workflow to life.

How? Because Microlearning that is focused on micro-actions, what needs to be implemented or supported in the workflow, moves workers through known blocks so that they are able to quickly and easily complete the task at hand.
Here is an example of how microlearning can be implemented as a micro-action for completing different Alexa commands. Click image to visit this example.

Think About It

Consider your workflow and identify where within it is there typically a block. Imagine having a tool to refer to at that moment that enables you to quickly and easily get the answer needed to complete the task instantly. That tool is microlearning and its practice has led you to a micro-action and ultimately success. Micro is not just the future, it’s now and we are only getting started.

Tips References

Tip #129 - Why Does Microlearning Mean Better Learning?
Tip #134 - Microlearning Leads to Rapid Skill Acquisition
Tip #110 - Are We Stuck in Big Content, Unable to Think Micro-Learning?




Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Monday, August 21, 2017

You Too Can Be a Da Vinci of eLearning Design - Tip #146

My Arts Center Story

I once attended a conference at the Arts Center College of Design in Pasadena, CA where Ford and GM have their auto cars designed. A professor was seated beside me, and we started to talk. I asked him, “What has happened to the old craft of drawing and painting?” He responded that the craft we used to know has been commoditized and made accessible. Everyone can use Photoshop or CAD, then he said;
So I asked him, “What would Leonardo da Vinci do today?” He answered, “He would design machines that can create things.”
Transportation Design alumna Michelle Christensen for Acura.
David Lee integrated connectivity technology and cross-disciplinary strategic design solutions by imagining vehicle design in the context of an ecosystem.
Skills and Craft

The arts center story reminded me of how software, like Photoshop, CAD, Renderman (Pixar’s rendering software) have redefined the craft of drawing car models, movies and products - skills that were mostly done by hand and manual work. It was not even possible then to imagine these products today, simply when considering the very nature of craft just 10, 20 or even 50 years ago.
Rendered image of a car of the future.

Leonardo da Vinci would have a ball or a lot of fun working with George Lucas (Star Wars), Jonathan Ive (Apple), Kurosawa (Japanese artist), or DC and Marvel Comics.

Creativity, Innovation and Problem-Solving

My interest has been peaked by my understanding of skills, craft and expertise. I wanted to know more about how each is similar, how each is different, and how we would design learning for each associated role and task.
The properties of each are:
  • Craft requires passion
  • Expertise demands depth
  • Skill suggests specific capability
  • Craft and expertise mean creativity
  • Skill is transactional 
  • Skill is a narrow performance of a task
However, they can all blur when it comes to their differences and at times may correlate and become hard to differentiate in real situations.

With tools like CAD and Photoshop, and in very small tools like Google Spreadsheet, tasks are automated. The tools automate tasks that we usually need specific skills to execute such as adding excel formulas, searching locations, or answering our emails. There are many skills that may be automated. What is often left is the thinking, design, and creation.
At Ideo.com, Design thinking, thinking that “encourages organizations to focus on the people they're creating for and leads to human-centered products, services, and internal processes,” is a philosophy and principle designers live by. Although design products and solutions are mostly aided by tools like CAD and AI in design making and research, design creation is still a human process. It requires a deeper understanding of the customer needs, the environments, and the ecosystems we live in.

Real-life example:

Raymond, my son, is almost finished with his flying lessons and should get his license soon. He and I agreed that I would be his first passenger. This will be fun. To digress, for his 7th birthday gift I rented a small plane to give him the experience of flying. The pilot was so nice that he gave Raymond time to “hold the wheel.”
During our conversation, Raymond said that a person can technically take off and land in concept, that the skills could be developed. But it is helpful for the pilot to learn Bernoulli's Principle because Bernoulli helps the pilot to understand lift, the role of wind and temperature involved when taking off and landing. With this knowledge, the pilot understands the "why" behind landing a plane. I see these as reasons for some skills to be learned as the learner gets to know the principles involved. Also, when the pilot is presented with situations not experienced, the reflection on Bernoulli’s principles may aid the pilot in quick decision-making.
Conclusion

Tools such as the ones we explored here are so powerful that they make many of the tasks much easier to accomplish. This allows you to focus less on using the tools and more on the design and the principles that enables you to use them. Imagine what Da Vinci could have created if he didn’t have to contend with all of the problems associated with painting and sculpting with difficult to use materials. I bet he would have loved to release his creativity in the digital realm.


You Might Also Be Interested In

Do It Yourself eLearning- Introduction
Tip #4: Creating Engaging Technical eLearning - Move: Learners to Tears
Tip #17: Converting Obscure eLearning Content into Usefulness
Tip #93: Expertise: Why The Odds are Stacked Against Novices

References




Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Monday, August 14, 2017

Virtual Reality and Micro Learning: Ready. Set. Engage. - Tip #145

Steven Spielberg just released the trailer for the highly anticipated movie Ready Player One.” This movie is an adaptation of the same titled Ernest Cline’s virtual reality thriller novel and is set in the year 2044. In this story, people escape the harsh reality of the real world by entering into a virtual reality (VR) platform called OASIS. The virtual worlds shown and how people interface with them are pure science fiction; however, they are based on current science and trends being explored and developed now.

Concept art from Spielberg's new movie “Ready Player One”

This leads me to think about what is happening in the VR field now and in the next few years. Is it ready to move beyond prototypes into business and training environments? What are the different ways of implementing this kind of move? What are the possible benefits of using VR within the learning space?

What Is Virtual Reality?

VR has the ability to seemingly transport you to another place. You use a headset and headphones to block out any sights or sounds in the room that you’re in and replace them with the sights and sounds of a digital environment.
Using a headset to experience Virtual Reality

As you move your head to change your line of sight, the view that you see within the VR environment responds accordingly. Products like Oculus Rift and Samsung Gear VR give you the sensation of “presence” in or of feeling that you are actually a part of the projected world. Everything you experience is how you would experience it in that virtual world. But, what if you wanted to interact in the real world, just enhanced instead of replaced? Is there a way to do that?

Enhance the real world though Augmented Reality

Augmented Reality (AR) takes the real world and enhances it by adding to or augmenting the current environment. Currently, there are two basic ways you could experience this. You could wear specially equipped smart glasses where the glasses display information regarding the things within your field of view, onto the lens. As you turn your head around and look at different things, objects and information would be displayed enabling you to interact with each. Alternately you could use a handheld device, a smartphone, or a tablet, and where the camera and screen display the environment around you with augmented digital objects embedded into the screen image. The latest craze Pokémon Go is an example of a platform that uses this technology to view and interact with objects only seen in your mobile devices.


Using Augmented Reality to play Pokemon Go on a mobile device

Using Augmented Reality To Explore and Learn

AR is already being used to provide people with an immersive learning experience. For example, Seattle’s Museum of Flight has recently launched an AR tour of an historic plane. As you walk through the plane, you can hold your mobile device up and view a full scale virtual model of the interior as it appeared decades ago. This allows you to compare the old and the new designs in real time and within the actual environment. As you compare and contrast designs, you become fully engaged in this immersive experience. This level of engagement deepens your learning because the experience is multisensory and authentic and encourages you to create your own insights and connections.
This is just the tip of the iceberg. Apple is betting large that AR will be the next big thing. They have created a new ARKit that allows developers to create AR apps for the iPhone. What does this mean? It means that millions of people will be able to use AR without having to buy any additional hardware or software – they will already have it in their iPhones and iPads with the update to OS11. Just imagine being able to access AR wherever you go.

Combining Micro Learning With Augmented Reality

The implications for learning are tremendous, but learning can be enhanced by becoming bite-sized. Micro Learning experiences are designed to place learning exactly when and where you need it. When Micro-actions based on this new knowledge are applied in the work environment, and within the workflow, they support the correct completion of the task. Here are two ways AR can do this:
  • Access Information in Real-Time - Workers in the field will be able to use their smart glasses or mobile devices to recognize equipment and receive contextual step-by-step guidance. They instantly receive the relevant micro information in order to perform the next micro-task. This drastically reduces the amount of time spent in retraining the workforce when there are updates to information and procedures.
  • Use Virtual Micro Mentoring and Micro Learning - When workers need mentoring, support, or assistance in the field from a more skilled worker back at the office, what they see through their smart glasses is instantly shared with their mentor. The mentor can then talk to the worker or even share visual data on the worker’s smart glasses or mobile device. Instances like these create powerful teachable moments in which the workers not only gain insight but apply what is learned immediately.
Conclusion

Ten years ago, Augmented Reality and Virtual Reality were delegated to the realms of science fiction; However, with the increasingly fast advances in technology, actual working products already exist in the marketplace. Major companies are investing heavily into this area making the products and services, undoubtedly, more powerful and compelling. We, as learning professionals, have an opportunity to seize this new powerful tool and begin exploring how it can change the experience of learning.

You Might Also Be Interested In

Applying World War II Scenario-based strategy in eLearning?
Surgical Insertion of Micro-Scenarios that Beautify and Fire Up Your eLearning
Tip #35 - Instant Learning Impacts Performance: One Idea, One Action Learning Events
Tip #90 - Be A Scientist - Set Up Your Own Learning Behavior Lab on Micro- Experiences and Stories

Resources




Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Monday, August 7, 2017

Virtual Reality Makes Our Stories Even More Real - Tip #144

Virtual Reality (VR) is quickly becoming the next great medium. It is a medium by which its users are transported into other worlds, times, and spaces. The medium, in a sense, tricks the brain into thinking it is experiencing many different senses making it possible for users to experience places or something that they might not otherwise experience. Why does VR promise to impact our lives as uniquely as other mediums such as literature, radio, television, the movies, and the internet? What does it have in common to these other mediums and why can we relate it to storytelling?

“It is a deeply personal experience”

VR is just that; a personal experience that is able to expand a user’s perception and suspend belief. It lights up our senses and makes the imaginable real. Though each of the mediums mentioned above had made a lasting effect on the way in which we live and function globally today, VR activates the mind in a completely different way. Just as a good book relies on the language centers of our brains, music relies on the sound systems of our brains, both are limited to their specific communicative realm. VR does something different. It does rely greatly on the visual and sound centers of the brain, but not more so than a television show or movie that stands as a well-produced and coherent sensory experience. What VR achieves is absolute immersion.
So how does it relate to storytelling?

When we are truly immersed into something, there appears to be no separation between the user and the experience. There is no storyteller. Our experience is no different than if we had actually lived that experience ourselves. Our emotional and physical responses would be no different from our response in the real world.
This is why VR is so effective and what it shares with other life-changing mediums. The more we are immersed in the story, engaging as many senses as we can, the more we both experience and desire it. How do we then bring this concept into how we develop training and learning?


Step away from traditional storytelling and into the future

We all love a good story. We sit passively and watch, listen, or both to someone’s retelling of events and experiences. It has been proven to be a successful learning strategy that has increased engagement, recall, and retention of concepts. In my blog, “Can you Explain the “Fiscal Cliff Crisis” to an Eight year old?” I summarize a study completed by Lonnie Bryant and Renard Harris, stating:

“By incorporating a storytelling presentation, results from student performance reveal that a significant proportion of students have an increased recollection of the material covered. It was also found that this positive outcome was not related to the type of class but rather the increased interest in the lecture.”
What is interesting is that the use of storytelling was really in a “traditional storytelling” sense and it garnered positive results. Learners can understand and identify with the story, however, cannot be truly immersed in the experience. Why? It goes back to the VR world and how it essentially takes out the “go between” and injects the participant fully. How then, can we utilize storytelling as a completely immersive experience within our development practices?

Say goodbye to the go-between

Infuse the learner as the creator of the story. Think back; do you remember a time when you hurt yourself?
  • What were you doing before getting hurt?
  • What happened that caused you to hurt yourself?
  • Where were you?
  • What did you see? What did you smell? What did you hear?
  • How did your body respond? What were you thinking, feeling, or experiencing?
  • Who or what was around you?
  • What can you compare the pain to?
  • How and when did you get out of the situation?
  • What will you always remember?

Could you feel this event like it happened yesterday? Did your body begin to echo how it felt? Did you begin to connect emotionally? This is how we are immersed in a story, engaged, and at times, moved.
Say hello to the new learner experience

Learners can be immersed into the content through storytelling when they become part of the story. The only way to really engage the learner in this multi-sensory way is to have them as creators of the story. It is ingrained into our neurological system that when we recall most events, our bodies physically respond in the manner in which the event was experienced. Recall is multisensory. It stimulates an emotional connection and can lead to the moment of full immersion.

We achieve this by creating periods within our storytelling where we pause and let learners connect by allowing them to infuse their own connections to the story. Not all of the story is given, just enough to have learners pursue themselves in the story to shape the path toward that moment of full immersion.

Conclusion

We improve the opportunity for learning when we engage our learners into the fully immersive experience that storytelling must offer by giving space for them to be creators of the story. From the learner’s perspective, when the story is no longer yours and becomes my story - I am fully immersed in that experience; therefore, I learn.

You Might Also Be Interested In

Resources




Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Monday, July 31, 2017

The Bumblebee Effect: How Digital Learners Interact with Information - Tip #143

Bumblebees are known to be smart, agile, and purpose-driven insects. A simplified look at their life may make their actions appear to be random, but they are not.  Looking through a smaller, more specific lens, they monitor the amount of honey in the honey pot which dictates when they need to leave the nest to forage for nectar. They then return to the same flower patches using their sense of smell to draw them to the flowers that yield the best nectar while being careful to avoid the flowers that have been visited previously. They extract the nectar simultaneously while collecting pollen, and then carry it all back to their nest to be processed and stored.

Bumblebee’s behavior is purposeful, specific, sequential, and single-minded. They see a need, determine the best tool to use, follow a specific process for meeting that need, and remain prepared to repeat it all when necessary. Most notably, their learning of this process is social, and their implementation is collaborative.

How does this connect to our digital behaviors?

What is fascinating is that this, in many respects, resembles how our digital learning behaves in a highly technological enabled lifestyle. This makes the bumblebee is a very good metaphor. It demonstrates a few of the assumptions regarding how workers navigate in environments of rapid change, rapid development, and extreme demand for quick information and problem- solving.

What does Google say?

Sharing a study of our new multi-screen existence, Google found that 90% of media interactions (including tablets, smartphones, laptops, and television), are screen-based. They discovered “two distinct ways people move among screens” to get a task done. Those two ways are simultaneously and sequentially. This pattern of interaction is characterized by specific behaviors in which vacillate between specific devices as they move through the task. The use of numerous devices in tandem not only assist in them achieving a goal but is fast becoming the norm.
For example…

During a virtual meeting, a person may Skype on their laptop, sharing their screen with the team, while projecting a Google Doc that team members are actively modifying or commenting on collaboratively. Team members may also use a program like Slack to share links to sites in real-time while looking up pertinent information on their phones or tablets and may use a messaging app to communicate privately.
Each unit of technology has a specific purpose that enables team members to communicate effectively and to complete the task. Each of these tools serves a singular focus, and their use is triggered by the situation or shift in the task. The tool becomes ubiquitous as the function is a medium for the tasks rather than the purpose.
Food for thought

Are we developing our content so it can be portable across all platforms in response to or driven by the context in which it is needed? Are we developing learning the way our learners consume information? Are we engaging them in simultaneous and sequential processes that can address needs in an agile and effective way?

Think about conducting a study that assesses how your learning platform or digital tools perform. Consider these questions:

Generally, are these tools:
  • utilized or not
  • easily accessible
  • effective conductors of the desired content
  • yielding the desired results

What is the purpose behind their use? Do learners utilize these tools to:
  • keep informed
  • increase productiveness
  • stay connected
  • problem-solve

Observe how these tools are used. Are they used:
  • singularly
  • simultaneously
  • sequentially

Once you have interpreted the data, ask yourself how the design and development of content may better:
  • help workers to perform specific tasks using a variety of tools in a variety of environments
  • help workers to become familiar and comfortable with a particular workflow
  • ebb and flow according to demand and depending upon the changes in the workflow that are caused by rapid change and development
  • provide support WITHIN workers’ current workflows to learn, practice, and refine their performance or production
Conclusion

When we consider how our digital behaviors are in continuous evolution and how the tech-savvy worker navigates within a diverse digital world, it is critical that we create opportunities that support workers in achieving success. This comes from knowing your workforce; what is used and not used, effective and ineffective, and how the available tools are being infused into the workflow. Just as the bumblebee is purposeful, driven, and single-minded when it comes to their function within the nest - we must be diligent in understanding the needs of our workers. We must be certain we are providing the right tools and presenting the content in the right ways so that workers have the resources needed to be coherent within the workflow and to maximize their success.

You Might Also Be Interested In:

Tip #71 - Freedom to Learn and Pursue One's Expertise
Tip #129 - Why Does Microlearning Mean Better Learning?
Tip #140 - “Quick Answers are All I Need.” The Learner at Work Tells Us
Strategic Microlearning: Making Training Initiatives Keep Pace with Rapid Workflow

Resources




Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"