In Part 1 of this series we met each member of the team responsible for creating and implementing a large-scale learning solution. In Part 2 we looked at the Learning Strategy Implementation Plan. While it’s critical to understand the roles, tasks, and timelines of the large-scale learning solution, the picture would not be complete without a look at the Learner Journey. The infographic below depicts the learner experience that results from the large-scale learning solution.

​​Inform & Engage. Remember that we are talking about large-scale learning solutions here, so learners will be making a significant time investment. This means they need to plan and set aside the time they will invest in learning. For employees to invest their time in your learning solution, it’s not enough to communicate in one email or corporate announcement that this training is coming and announce time and day (or how to access if it’s on-demand). You must share the information multiple times, in multiple delivery platforms (e.g., email, intranet, posters, corporate social media, etc.). And you must share the information over time.  
In this model, the Learner Journey begins with introducing the learning solution to the learners via engaging media such as high-energy microlearning videos. The Development Team is tasked with developing content that will introduce the learning solution and get learners engaged, excited, and motivated to participate. This optional deliverable is most useful for on-demand learning (where learners choose to participate), and where participant and leadership buy-in is critical. Both organizational leaders and target audience peers are leveraged in these videos to encourage early adopters. The goal of this “inform and engage” communication strategy is to get the learners invested and excited about the learning opportunity you are creating.

Complete eLearning. As the learners move into actually engaging with the learning solution, note that eLearning is leveraged to minimize time spent in synchronous learning events such as classroom facilitated learning, which is reserved for facilitator demos, participant interactions and practice, and peer/facilitator feedback. 

​Hands-on Practice. If participants do not have to perform behavioral skills that need to be observed and critiqued (e.g., soft skills), then facilitated learning may be omitted from the learning solution. However, if learners need an opportunity to interact to cement their learning through the use of small group projects, hands-on practice, or even highly complex scenario walk-throughs, then the classroom is the best next step in the learner journey. These classroom experiences give learners an opportunity to try out their new skills in a controlled environment without serious consequences, and provide the opportunity for self-correction as well as integrating valuable feedback from peers and facilitator. With the emergence of COVID-19 driving many corporate policies around classroom training, VILT may be substituted for classroom experiences.

Retention Support. Finally, you will see that the learning process does not end with the conclusion of formal learning. Rather, in large-scale learning solutions, Retention Support is an essential tool to reinforce learning on the job. Retention support may be in the form of job aids, online help, knowledge bases, online communities, performance guides, mentor observations and feedback, scheduled re-certifications, or even full-blown practicums. Also, during Retention Support, data analytics may combine with input from Leadership and Stakeholders to measure and analyze the effectiveness of the learning solution, which provides the justification for the initiative and allows each team member to celebrate a successful journey!
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In this series we have explored all aspects of large-scale learning solutions strategy, from the team members and their contributing roles, to the learning plan, and finally looked through the lens of the learner journey. Be sure to take these strategies and tips into your next large-scale learning solution build and reap the benefits of your learning journey through these articles!

In Part 1 of this series, you met the team you’ll need to bring your project to life. Now that you’ve met the team, let’s look at them through the lens of the project life cycle. At the top of this infographic, you can see the four phases of any large-scale learning solution: Plan, Build, Test, and Execute. Let’s break down those four phases to see what the team members will be doing in each phase:

• Plan: The critical milestones that must happen during the planning stage include:
  • Kickoff: The project kickoff typically includes re-introductions of team members if needed, sharing the vision and goals of the project, success factors and accompanying metrics if known, a group SWOT, and organizational benchmark data to support the reason for the project.
  • Alignment: A critical component of a successful plan includes key alignment of stakeholders as well as conflicting goals and agendas. What does each stakeholder need to achieve as a result of this project?
  • Assess Needs: Where are we now, and where are we going? How are we going to get there? What human resources to we have? What must we outsource? What technology do we want to use? Do we have it now? Do we need to buy it to support this project? These questions illustrate a small sample of the Q & A that takes place during the Plan phase. The goal is to be sure all stakeholders have shared all information they consider helpful in ensuring the success of the project.
  • Learning Strategy Design: Perhaps most critical to the success of a large-scale learning solution is a thorough and sound Design. Most large-scale learning solutions include a High Level Design (HLD) that illustrates the skeleton of the project in terms of target audience, deliverables, and timeline. Once stakeholders agree on the HLD, then a Detailed Design Document (DDD) is produced, which includes a blueprint from which the Delivery Team can work. DDDs typically include Learning Objectives by topic, instructional strategies, delivery type (eLearning, facilitated learning, self-paced workbooks, etc.), source content identification and access, assessment strategies (how will learning be measured), and estimated time to complete.
• Build: The Build phase is the heart of the project timeline. This is where the majority of the work is done. Keep in mind that most large-scale learning solutions include multiple deliverables, such as eLearning to equip participants with basic terms, concepts, and examples of best practices. Then there may be a facilitated segment if participant skills must be observed and practiced with guided feedback. And finally, on-the-job performance may require deliverables in the form of performance guides, observation checklists, etc. Each of these types of deliverables may have a dedicated team and its own timeline. In each phase (Alpha, Beta, Gold), the instructional designers render the deliverable. The SMEs review the content and provide feedback. The PM or ID Lead typically does a QA review sometimes before as well as after the SME content review.  Lastly (and sometimes only in the final version), the stakeholders review the deliverable, and once accepted, the cycle repeats in the next phase until the final product is approved by stakeholders. A typical deliverable build includes the following phases:
  • Alpha: Depending upon deliverable, what’s completed in this phase will differ. For eLearning, an alpha is usually preceded by a storyboard. The storyboard, which is a mock-up of the eLearning course, may be a part of the Design phase or the first component of the build. In the alpha phase, all content might be rendered accurate and functional EXCEPT recording voiceovers (computer-generated voice can be used in alpha). For facilitated and other non-programmed learning, ALL content is often presented as final in the Alpha.
  • Beta: The goal is to provide 100% finished product. Upon review, if tweaks are needed, they will be rendered in the Gold phase.
  • Gold: The Gold version is 100% final product ready for Pilot. The Gold phase is omitted if 100% stakeholder approval was granted in the Beta phase.
• Test: Testing includes running the learning solution in the environment in which it will perform, and also allows a segment of the target audience to complete the learning solution to determine if any further changes are needed. ELearning content must go through testing in all environments in which it will expected to run when implemented, while other deliverables may only require target audience trial. During this phase, feedback is used to make required final adjustments. Another task that occurs during testing is ensuring the target audience is ready to participant in the learning solution. This may include course registration, travel arrangements, etc. The final step of Testing is ensuring all content is accessible to the learners prior to Implementation.
• Execute: The Delivery Team is in the spotlight during Execute.
  • The Learning Technologist is focused on ensuring all learners can access the learning
  • The Facilitator ensures s/he is ready to make learning transfer happen
  • Scheduling Support is attuned to ensuring travelers arrive for site-based facilitated learning
  • Leaders ensure calendars are cleared and their direct reports participate in the learning solution; leaders also play a large role in ensuring participants transfer learning on the job

Every project is different, so the team members, deliverables, and timelines will vary. However, you can adapt these steps to your project to be sure your team gets to the finish line with awesome deliverables! Tune in for Part 3 of this series, where we will focus on the journey for perhaps the most important group of people in a large-scale learning solution – the learners! 

​Have you ever been asked to:

• Create a global onboarding curriculum?
• Implement a B2B sales course for thousands of employees?
• Skill up all employees to use a new software system?
• Create a customer education solution for a new product launch?

These are just a few examples of large-scale learning solution launches that may feel overwhelming, but have no fear, the path is about to become clear! In the first of our three-part series, we’ll meet the team that you’ll need to assemble to build a large-scale learning solution. Read on to learn how to make your next large-scale learning solution implementation a launch you can shout about (in a good  way)! 

First Things First: Assemble Your Team

Large-scale learning solutions share certain characteristics, such as the need for a solid team. Let’s meet them:

​

• Stakeholders: They typically include at least one executive leadership sponsor, business unit representatives, Leadership & Development lead, and others depending on project dynamics. Your job is to find out what’s uniquely at stake for each stakeholder. Ask each of them: what does success of this learning solution look like to you? Write down their answers and as the project progresses, and check back with them periodically to be sure their success factors have not changed.
• Development Team: A typical Development Team includes:
  • Program Manager: For very large projects, a Program Manager represents the entire team. This person’s role is to be the face of the team to stakeholders as well as the development team. Program Managers have their eyes on multiple workstreams, and keep the Project Managers and stakeholders aligned. Program Managers have ultimate responsibility for the project budget and timeline for all workstreams.
  • Project Manager and/or ID Lead: These roles are sometimes subdivided where the PM takes ownership of budget and timeline while the ID Lead focuses on equipping and communicating with the content creators and Delivery Team as well as QA of deliverables. Depending on project dynamics and direction of the stakeholder, these two roles may be combined.
  • Instructional Designers: The learning solution would not exist without the Instructional Designers! Instructional Designers (IDs) are equipped with skills and tools to take the learning blueprint – the Design Document (and create the Design Document if none exists), and bring the Design to life in the form of deliverables.
  • Subject Matter Experts (SMEs): SMEs are the knowledge experts. While IDs apply methodology and use tools to create content, they rely upon SMEs for the content. IDs work closely with SMEs to gather content during development. SMEs are also critical during deliverable review cycles because they are the most knowledgeable in looking at the content through the learners’ eyes. Note that sometimes SMEs are also stakeholders as well as facilitators.
• Delivery Team: A typical Delivery Team includes:
  • Learning Technologist: This is the person who receives final deliverables (or accesses them via corporate intranet/network), and places the deliverables in a location that’s accessible to learners, such as a Learning Management System (LMS), a corporate YouTube channel, links accessible via corporate intranet, eblasts (emails sent to a targeted group of learners with links to learning content), social media (e.g., Yammer), or other conduits for learner access.
  • Facilitator(s): The facilitator is the person responsible for hosting synchronous learning, which may be in the form of classroom-based live learning, or a virtual learning session where learners access learning from their unique geographic location. NOTE: It’s a wise idea to have your lead facilitator(s) as part of your development team as a Subject Matter Expert. This way, the facilitators have more ownership in the content and will be more likely to deliver the course according to plan.
  • Participants: What would a course be without participants? Don’t forget to identify them as you plan your deliverables! This may require quite a bit of data gathering on the part of the Learning Technologist as well as Scheduling Support.
  • Scheduling Support: If learning is scheduled, then someone will be tasked with gathering and tracking participant contact info, reaching out via email or other methods to schedule training, and ensuring the participants’ travel plans are made in the case of classroom-based learning. This is typically a Learning Specialist skilled in administrative support.
  • Leadership: Some large-scale learning solutions require the support of the participants’ leadership (e.g., direct managers). Early in the project life cycle, stakeholders need to form a strategic communication plan directed at the leaders of the target audience to be sure those leaders understand and buy in to the value this learning solution will provide.

 
There you have it! All the members of a solid project development team! In our next installment, we’ll put the team to work as we look through the lens of the project life cycle!

About the Author: Teresa Davenport has been leading award-winning large-scale instructional design projects for...well, longer than she would like to say! Her love of inspiring and supporting all team members, helping stakeholders achieve goals, and providing innovative learning solutions all come together as conductor of the learning orchestra described in this series! You can reach Teresa at [email protected], and of course, on LinkedIn! 

Now that the newness has worn off microlearning, how’s it working for you? Where do you find its best applications? What challenges are you facing? In this article we’ll look at real-world applications and models for microlearning, as well as how to tackle some of the challenges that come with managing microlearning.

​​First, let’s look at the best ways to optimize microlearning. It’s all about quick, focused exposure to new content. See if you’ve used microlearning in any of these learning scenarios:

• Short sims: Instead of a blur of steps to complete multiple system processes, break it down into just enough steps to complete one discrete process. A microlearning segment may include a show, a try, and an assessment, but remember to limit the learner experience to just a few minutes.
• Concepts and terms: Confine a microlearning segment to mastering one term or definition. Consider a quick explanation with graphics (an infographic is a great tool to use!), then an example in practice, and a brief knowledge check. Done! Note that the infographic could be used in multiple microlearning segments – it’s the image that pulls all the segments together!
• Soft skills demos: While soft skills need practice to perfect, the first part of the learning journey can successfully incorporate microlearning segments that demonstrate best practices. First provide a list (rubric) of the desired behaviors, then show the desired behaviors in a quick video and ask the learners to identify the behaviors demonstrated in the video.
• How-to: If a physical (psychomotor) skill is being learned, demonstrate the skill, then break it down by calling attention to each key movement through slo-mo and onscreen text. At the end of the segment, provide a bullet summary and still shot of key movements.

Note that microlearning “segments” can be joined together to provide a big picture for learners. Segments are just convenient “ends” to learning that allow learners a logical jumping off point that they can return to later.
Clearly, levels of learner interaction can vary greatly with microlearning. This infographic shows how microlearning can be leveraged in four distinct ways.  

Inform and Engage
As learning shifts to becoming on-demand rather than scheduled, the Learning & Development team is increasingly being asked to provide learner engagement and information about the learning opportunities available. Microlearning is a great tool for generating excitement, buy-in, and early adapters. Some of the Inform & Engage applications of microlearning include implementing change management initiatives by featuring C-level videos to announce what’s coming and what’s in it for the employees, as well as peer videos to show buy-in. Also, to generate information about new products and services, consider employing microlearning segments to introduce product/service education with short high-energy videos, with each microlearning segment demoing one key product or service. The focal point of these segments are visual descriptions of the product features and benefits.
 
Learn Terms, Concepts and Skills
The heart of eLearning has consistently been the presentation of new terms, concepts, and skills. Microlearning provides an ideal way to provide easily digestible “chunks” of knowledge so learners don’t get overwhelmed. Microlearning heightens the learner experience by combining onscreen text, relevant graphics, and audio to provide a rich learner experience. Keeping it short ensures optimum learning transfer! Consider overhauling those long instructor-led and even eLearning courses to remove as much “fluff” as possible, convert loads of text and narration to concise infographics, and re-group content into three to five-minute chunks that begin with a quick overview/presentation, a demo or example, then a knowledge check!
 
Test Understanding
Have you considered compartmentalizing your assessments as short, stand-alone quizzes, games, or competitive learner interactions? These are just a few of the ways you can leverage microlearning to ensure your learners “get it!” Consider removing the assessment piece of your content and making it a standalone activity! Especially if the length of the assessment will be learner-driven. That way the learners can take the assessment at their discretion and not have to go through the content (again) to test their learning. You can get creative with microlearning…instead of the typical knowledge check, consider using competitive games with multiple learners, Jeopardy-style games, and more complex forms of gamification!
 
Explore New Worlds
Perhaps the most exciting way microlearning is being used is through more advanced technologies such as Augmented, Virtual, and Mixed Reality!
 
Like gamification, these experiences are learner-driven, so they may only last a few minutes, but if the learner chooses, they can go longer! The great news for you is that the programming is the same regardless of how long the learner engages! A few uses of AR, VR, and MR include:

• Onboarding: a virtual tour of your workplace
• Learning to use high-risk tools and equipment: learn how to use new tools, machines, and instruments without risk. With AR and VR, learners can experience using the resources of their job without injury! Pilots have been using simulators for years, but now it’s becoming commonplace to have employees complete a VR experience before moving into the real environment
• Healthcare: now healthcare professionals can practice using equipment on patients virtually without risk to people or equipment

 
Challenges of Managing Microlearning
 
While microlearning has innumerable applications, its very “innumerability” is a double-edged sword. Very simply, microlearning requires micromanagement! Consider:

• Microlearning content is frequently distributed in numerous parallel channels within an organization. For example, a one-minute promo video might be send out via mass email (e-blast), placed on the corporate intranet, placed within one or more courses…you get the idea. The same content is accessible to learners in many places, but who is going to track all those locations and ensure versioning is maintained? Use of tracking spreadsheets to provide records of date and location of each microlearning asset is the best answer to managing microlearning placement.

• Suppose what was once a one-hour compliance course is now 10 microlearning modules. In the past, one course was uploaded to the corporate LMS, but now, 10 courses must be managed! The LMS Manager’s job has just increased 10-fold! Suffice it to say that managing microlearning creates an exponential increase in LMS administrators’ workload. To ease the burden, use a template that is accessible by all who want content uploaded to the LMS. Those requesting course uploads fill out all the information you need (e.g., course titles, description, learning objectives, time to complete, target audience, etc.), provide a link to their files, and you do not have to chase down people or information because it all comes to you!

The advantages and practical applications of microlearning are too great to ignore, but every great new trend brings its own set of challenges! Please take a minute and share your innovative uses for microlearning, as well as your own microlearning challenges and solutions! Let’s get better together!
 

Personally, I am always ready to learn; although I don’t always like being taught.

- Winston Churchill

Most of us today would agree with Churchill’s comment – we want to choose what we learn, how we learn, and when we learn. Perhaps that’s why microlearning is such a great fit for today’s learners – it’s short, focused, and highly engaging. If you’d like to develop microlearning, but not sure how, read on!

Microlearning is…

• Short. if your microlearning event is within three to five minutes, you’re on target.
• Focused. You must communicate the main point immediately – perhaps even in your title! Your entire microlearning event should support your primary point.
• Highly engaging. Video or highly animated and engaging graphics with audio are the go-to elements of most microlearning events. On the high end of microlearning Virtual Reality and Augmented Reality are great ways to communicate your message; on the low-tech end, printed or digital job aids can also meet the need.

Watch the The ABCDs of Microlearning as an example of microlearning that will illustrate how easy it is to learn how easy it is to create a microlearning event.  As you watch, notice 1) the length of the microlearning, 2) the key point, and 3) what tool and media were used.
Now that you’ve watched, here’s how it was done…The length of this microlearning event was 1 minute 46 seconds. It was created using GoAnimate. The music, background, and some graphics were from GoAnimate stock.  An iPhone was used to record the audio, and Shutterstock was used for the photos. The project took a little over four hours to complete:

• Screen layouts: 1 hour
• Scripts (including writing, recording, editing): 1.5 hrs
• Finding photos graphics outside of GoAnimate: .5 hour
• Finding/inserting music: 15 min
• Testing/Syncing all media: 1 hour

Keep these best practices in mind as you develop your microlearning events:

• Convey one main idea
• Use standalone or as a component of a larger learning or performance goal (before, during, or after a larger learning event)
• Use multiple distribution outlets: email, intranet, LMS, social media
• Use repetitive themes such as branding, music, characters, etc.
• Use for learning that focuses on recalling, understanding, applying, and occasionally analyzing/evaluating (e.g., a case study)
• Employ text, graphics, and possibly interaction/gamification to support key ideas
• Assessments within microlearning are optional; immediate application is essential
• Develop your microlearning event for distribution for multiple devices (laptop, tablet, smartphone)

​he versatility of microlearning is endless. Think about it like this: what are the key ideas you want to communicate to your learners? Each one of these can be its own microlearning event. Here are a few examples:

​The following infographic contains many useful microlearning development tools. If you are unfamiliar with a tool, just Google it to learn more. Many of these are subscription-based. If you are working for a client, always ask if they have a license for the tool(s) you would like to use for your microlearning projects

​As a developer, you’ll find microlearning allows you to be creative and have fun with happy learners singing your praises! If you’d like to learn more about how to develop microlearning, watch this one-hour how-to webinar to put your skills to work!

In February’s Training Pros Learning Views Webinar – Easy Learning That Works – Teresa Davenport of Davenport Design & Development presented a historical perspective on how instructional designers have worked for years in a “if you build it they will come” cycle of course development. The assumption that we build courses and learners will take our courses was a given. But in the last decade, with the emergence of a new generation of learners AND new technologies such as Google search, Siri, learning games, and social learning, it seems that learners are moving on to learn without us! What does this mean for the future of instruction systems design? Is it becoming a skill of bygone days?
​
Teresa used an infographic to show how the older and more traditional ways of learning such as classroom and eLearning require a fairly extensive amount of instructional design expertise, and a long development cycle. Learning that is embedded in work, such as EPSS and on-the-job learning require less expertise and a shorter development cycle. And the newest technologies available allow learning to take place with minimal skill and time from on instructional designer.

​Teresa showed that the instructional designer’s skills are not becoming outdated, but they certainly need to adapt to the widely expanding options for learning. She made the point that decades-old instructional design methodology is still relevant today, but must adapt to new ways of learning in order to remain useful. Instructional design skills will continue to be needed in the following ways:

The Need For a Master Plan(ner)
Instructional designers skilled in Analysis and Design are in continuing demand in the workplace to devise master learning plans that hold together a cohesive learning strategy. While a learner may only see a front-facing view of what is to be learned, such as in a Learning Dashboard, the instructional designer must devise ways for the learner to access what is to be learned.
 
This is where the instructional designer becomes the new “learning architect.” Design strategies of the past assumed that the learning solution would only include one type of delivery strategy, such as classroom or eLearning. Now, a single learning solution such as employee onboarding or a technical certification might include 10 or more delivery strategies, including:

• eBlast podcasts or videos to announce learning or change management initiatives
• Social learning feeds to direct learners to blogs, podcasts, eLearning, etc.
• Webinars or “lunch-and-learns,” recorded for later replay
• Asynchronous learning, such as eLearning tutorials, simulations, and games
• Flipped classroom courses to allow learners to exchange and practice the information they’ve been gathering independently
• Performance Guides for on-the-job (OJT) practice

Teresa provided an example of a learning plan that includes learning timelines, types of delivery strategies, and duration/intensity of each to help demonstrate how the new “learning architect” must learn to think in terms of multiple delivery strategies.

​She applied the example of learning to be an eLearning developer over a three-month period by using the strategies included in this graphic.

​The learning path in this example of novice-to-expert eLearning developer provides 12 different learning options, including:

• Classroom and eLearning courses to kick off the learning, then diminish over time
• Use of a Wiki for learning basic terms
• User-generated content and expert forums and networks (e.g. eLearning Heroes) to get help from experienced users

The Need for Intentional Learning
While casual learners can use Siri and Google for casual knowledge-gathering and possible even how-to info, this still only gets a learner halfway through Bloom’s Taxonomy. And the learning is learner-driven. In the workplace, with time and productivity at a premium, instructional designers must be able to curate (research and cull) information so that only the information that is needed is placed in front of learners, and it is placed in such a way that a learner can access “just-in-time” information.  
 
The ability to construct a learning portal that puts the access to knowledge and skills where learners can easily find and use it is one of the new skill sets that instructional designers – now “learning architects” – must have to remain viable in the marketplace.
 
Teresa reiterated the theme of “easy” learning in that learning is easy for the learner because:

• Learning opportunities are everywhere are easily accessible
• Little skill is needed to access and use web browsers and learning portals

 
She also pointed out that learning is getting easier for instructional designers – the new “learning architects” – because the area where learning is seeing the most growth is in information access. Our role as curators of that information is increasing, and our role as architects of “smart” learning environments is perhaps our most in-demand skill. Key skills we need for the future:

• Curation – finding relevant information and placing it in front of the learner (easy!)
• Re-using the same information for multiple delivery outputs. In other words, creating one piece of content and re-using it for a podcast, video, tutorial, blog, etc. (easy!)
• Designing “master plans” that incorporate multiple delivery options (not so easy). As the new “learning architect,” instructional designers must add a component to their learning design that allows for multiple delivery strategies, and the ability to manage a multi-platform learning solution from needs assessment through evaluation.

Are YOU ready to move from instructional designer to learning architect? Tune in to the next Training Pros Learning Views webinar to get equipped!

Organizations are incorporating social learning into their culture at surprisingly high rates: over 50% of companies are using social learning practices today, and 2/3 plan to implement or increase social learning initiatives in the future. One survey indicates that 70 – 90% of workplace learning happens informally (see http://go.bloomfire.com/social_learning_future_of_work). This leads us as learning and development professionals to ask two key questions: How can I help implement social learning into my learning designs? and How do I remain relevant as a learning architect in a workplace that is gravitating to social learning?

Social Learning Examples

Scenario 1 – A New Payroll System

In answering the first question, we looked at several examples of incorporating social learning in the workplace. In the example below, a learning designer is tasked with developing deliverables to help employees learn how to use a new payroll system.



In this scenario, the designer created four deliverables and leveraged the organization’s social media outlets in the following ways:

1. A Quick Reference Guide (QRG) provided a high level overview of the payroll system, explained its features and benefits, and explained the value proposition (what’s in it for me or “WIIFM”). The QRG also provided a link to more detailed resources (the simulations below).

This QRG was distributed via social media outlets in the following ways:

• Posted on the company’s intranet in their Human Resources link
• Posted in the company’s Community of Practice in the HR Tools interest group
• Uploaded as a blog that was e-blasted to all employees

2. A set of simulations (“sims”) was created using Articulate Storyline to address the major features of the new payroll system. Sims allow the users to see how it works (demo) and to practice using a guided activity.

These simulations were distributed in the following ways:

• Posted on the company’s intranet in their Human Resources link
• Placed in the corporate wiki
• Posted in the company’s Community of Practice in the HR Tools interest group

3. A script for the Director of Human Resources to record a publicity video about the payroll system. Some of the content in the QRG was re-used for this script. Links to the QRG and the simulations were included in the video.

This video was distributed via social media outlets in the following ways:

• Posted as a link through the HR Director’s Twitter feed
• Sent as an e-blast to all employees
• Posted on the corporate YouTube channel

4. A set of PowerPoint slides to be used as a “lunch and learn” webinar. The Articulate Storyline simulations were also incorporated into this webinar.

This webinar was recorded and later distributed via social media outlets in the following ways:

• Posted on the company’s intranet in their Human Resources link
• Placed in the corporate wiki
• Posted in the company’s Community of Practice in the HR Tools interest group

This scenario revealed that learning designers need to begin working with social media managers within the organization to be sure the deliverables reach the target audience using all appropriate social learning venues.

Scenario 2 – Customer Education

Another common application for social learning is educating an organization’s customer. We looked at an example of a government office that uses Twitter, Facebook, Google Maps, and a live camera to educate customers about how to access and use the office’s various forms and processes, to learn how to complete online transactions, where to find the nearest satellite office, and the live camera feed is used to see how long lines are so people can decide whether now is a good time to do onsite transactions. Facebook is also used to gather feedback about customer experiences and convert the feedback into just-in-time customer service training.

Staying Relevant

So how do learning and development professionals stay relevant in a world quickly gravitating to social learning? We looked at Bloom’s Revised Taxonomy as a way to think about our role and incorporate social learning into our designs:

This combined view of Bloom’s Revised Taxonomy and social learning provides a few take-aways:

• Use asynchronous learning apps when learners are not depending on each other for ideas or feedback. “Knowledge owners” can record their insights through apps such as YouTube, blogs, articles, etc., where they can later be viewed by others. These asynchronous apps are better for the lower end of Bloom’s Revised Taxonomy that includes remembering and understanding.
• Use synchronous learning apps such as Skype, GoToMeeting, and Google Docs for group collaboration that allows learners to analyze, evaluate, and create.

The webinar created a bit of buzz about social learning, and several participants requested more information about building learning design scenarios that incorporate social learning. If your organization would like more information about social learning, please contact a TrainingPros’ relationship manager or Teresa Davenport at [email protected] to see how social learning can become a part of your organizational learning landscape!

The Delta symbol (Δ) – an uppercase “D” in Greek– represents change, or how much an entity changes over time. So the Delta Window is the snapshot of the real or present state, and a later snapshot that shows movement toward the ideal state.

Keep in mind that the Delta Window will never fully “arrive” because of the transformational nature of organizations. New ideas, technology, and methodologies are always informing and influencing organizations.  

Consider the shift in major universities’ perceptions of distance education as a viable offering:

In this example, the Delta Windows were spaced about 10 years apart, and show changes in stakeholder views as well as the systems strategies employed to support the distance education.

You can read more about a study that shows some interesting stats from a ten-year study of shifts in higher ed views toward distance education from 2002 to 2012 here. 

So what is our role in moving an organization’s Delta Window from the Real State, which is often not taking advantage of the best learning delivery strategies, to the Ideal State, which capitalizes on innovation, best practices, and latest technology? Here are a few ideas:

• Be prepared to share some intel about what other similar organizations are doing without giving away client-sensitive information. Few organizations are early adapters, and letting them hear that they will not be the first to try your recommendation will give them assurance that others have already forged the path, and if anything, they will be left in the dust if they don’t adapt.
  
• Have some numbers ready. Stakeholders have to get buy-in, and you can assist them in getting that buy-in if you have some hard numbers as to how much it will cost to transition to and support/maintain the recommendation you are recommending.
  
• Share examples. Again, always protect client confidentiality. But consider “scrubbing” some of your best examples that represent the solution you are recommending. Once a client sees what you are proposing, it begins to feel more real and more possible. If you are an internal L & D employee and do not have access to samples, you can usually find some examples by looking at competitor websites (depending on the type of learning solution you are recommending). You can also work with an outside consultant who can provide samples.
  
• Have a Plan B. Assume that your client is not going to buy in to your recommendation 100%. Before you present, be sure to have a Plan B that would represent a shift in the Delta Window, although it might not be the Ideal State.
  

I’d love to hear your stories of how you have experienced the Delta Window, either as a stakeholder, L & D consultant, or an L & D practitioner within your organization!

© 2015 Davenport Design & Development, LLC. All rights reserved. 

Let’s be honest. When you’re tasked with designing a course, how much thought do you put into incorporating instructional design theory? If you’ve gotten away from applying sound instructional design theories, it’s time for a refresher! Since spring is upon us and flowers are blooming, let’s focus on Bloom’s Taxonomy of Learning.

Here’s the skinny:

• Dr. Benjamin Bloom first published his theory of learning in 1956! Good things last!
  

• Bloom’s taxonomy categorized learning into three domains:
  

          o   Cognitive (knowledge acquisition or mental processing)
          o   Psychomotor (physical skills)
          o   Attitudes - now usually called Abilities (emotions that drive behaviors)

• Bloom’s Cognitive domain is well suited to drive many instructional design tasks, such as developing learning objectives, selecting source content, designing learning activities and assessments, and selecting appropriate delivery (e.g., classroom, eLearning, on-the-job, etc.). 
  
• Students of Dr. Bloom have continued to expand his cognitive taxonomy. Bloom’s REVISED Taxonomy (Cognitive domain) is now favored by many IDs. Here’s what it looks like:
  

OK, Instructional Designers, you know that learning objectives are an essential part of any learning solution, but do you know WHY we have to have them? Let’s think about it in terms of target audiences – those for whom learning objectives are intended.

Who Needs Learning Objectives?

1)       YOU – The Instructional Designer: You need learning objectives because you need a frame of reference to keep you on track as you go through the design and development process! The learning objectives you write serve multiple purposes for you. They:

• Become the benchmark learner performance will be measured against
  
• Serve as the outline that will drive your content
  
• Are the criteria that will establish the appropriate types of learner activities and assessments
  
• Indicate the best delivery medium based on learning verbs, such as e-learning, classroom (virtual or brick and mortar), or other types of delivery.

2)      The Stakeholders: Stakeholders need learning objectives because they need to buy in to what you are creating. They must understand what the learning solution will look like, and learning objectives provide the beginning of that roadmap. 

3)      The Design Document: OK, so a Design Document is not a “who,” but you can’t have a course design without learning objectives! And yes, every learning solution needs a design that will serve as a blueprint and roadmap for development. If you’ve ever tried working without one, you know I’m right!

4)      The Learners: Learners need to know what they will be learning! They don’t like working blind, and they especially want to know when they will be finished with whatever they’re learning! They also want to know what’s expected of them if they will be tested. Learning objectives provide this information.

 There are a few exceptions to providing learning objectives to learners. On occasion, Instructional Designers are asked to create marketing pieces or customer-facing content that is purely informational for the leaner. In this case, learners do not need to see the learning objectives, although you should have had them for all the reasons stated above!

Also, sometimes learners are working in a “surprise” environment, where they aren’t supposed to know where the learning is taking them. This is often done in Socratic learning.

Another scenario where we don’t need to provide learners with learning objectives is when we write procedure guides or technical instructions such as assembly manuals.

Keep in mind that your learning objectives might be stated differently for your learners and even your stakeholders than they are stated within your Instructional Design team. When we write learning objectives, we might use the three-part objective structure:

“Given a horse and a saddle, learners will be able to demonstrate saddling the horse so that the saddle will not slide off the horse when the horse is ridden.” (OK, no, I wouldn’t really use that as an objective in any environment, but hopefully you get the idea!)

Meanwhile, your stakeholders and learners might see this learning objective:

“After completing this lesson, you will be able to saddle a horse.”

You need to make learning objectives engaging for your learners, and understandable for each target audience.

If you’d like to know more about writing learning objectives, consider taking my course, How to Write Learning Objectives!”