Today, I want to talk about Performance Support. As we all know, the main difference between training and Performance Support is that training is trying to fill the gap between the missing and the needed knowledge while the Performance Support tools provide on the job support when it is needed. Unlike training, which often includes some of the “nice to know” information, Performance Support tools offer “just enough” assistance to get the job done. Naturally, Performance Support can be either Electronic (EPSS) or Paper-based. Instructional designers have been developing quick reference guides and job aids to supplement their training courses for ages. Nowadays, most of us are used to having the information available to us when we need it at any time and place. This is where the Electronic Support System comes in handy. Many EPSSs offer a contextual, step-by-step, immediate solution to people’s needs. When instructional designers conduct their initial meeting with the client, they … [Read more...] about Leveraging Performance Support Tools and “Just In Time” Training
Instructional Design and ELearning
Designing Device-Agnostic Content
A while back, when mLearning became popular, instructional designers trying to accommodate all learning modes began designing two separate versions of their courses: a regular eLearning version and a Mobile version. Since creating two different versions of the same course can be very time consuming, most courses were still created just in the eLearning format. As time went on, the need for building device-agnostic content became apparent. So, what is device-agnostic content? It is learning content that can be accessed on any device including ipads, smartphones, laptops and TVs. Device-agnostic content adjusts to the browser and the size of the screen the learner is using. One of the most valuable benefits of creating device-agnostic content is that it allows learners to start their training on one device and continue on another device. Thanks to HTML 5, eLearning developers can develop device-agnostic content quickly and effectively. The main limitation here is that not all … [Read more...] about Designing Device-Agnostic Content
Instructional Design for Technical Training
Let’s face it, developing technical training is not easy. It’s much easier to design a course about Sexual Harassment than about a new software that has just been released. However, many companies want to train their employees on using new tools or applications, and those who understand the importance of high quality training, hire professional designers to create the most effective and instructionally sound training solutions. Unfortunately, many instructional designers create technical training the same way they design all other training courses. The problem, however, is that the goal of any technical training is not to “show and tell” (even in the interactive manner), but to “practice and do.” Teaching learners how to use a new tool or application is not enough as doing so will not help you achieve the ultimate goal of a training program, which is to help learners obtain new knowledge and skills. In fact, if you teach your learners how to use the tool, they will most likely leave … [Read more...] about Instructional Design for Technical Training
Agile eLearning: A windfall against “Waterfall”
ADDIE (Analyze, Design, Develop, Implement, Evaluate), a 5-step methodology in designing eLearning courseware, is commonly used in the industry. It traces its roots to the 1950’s Waterfall methodology of software design, where the development process gradually flows from one step to another, just like a waterfall. You can’t start step 2 until you’re done with step 1, and so on. As a result of new developments in how eLearning is viewed by training professionals, and significant enhancements in supporting IT and multi-media technologies, Agile methodologies have now sprung up. Agile eLearning design and development: Promotes a “parallel” way of developing courseware, as opposed to the serial Waterfall (ADDIE) approach Endorses the use of team-work as opposed to specialist roles (Designers, Developers etc.) that worked in insulation Infuses flexibility, speed and cooperation into the development process The Agile approach, which is based on short iterative full-cycles that … [Read more...] about Agile eLearning: A windfall against “Waterfall”
Developing Agile eLearning Content: Bits and pieces at a time!
When the ADDIE methodology is used to develop eLearning content, everyone knows that the course will take 8 to 10 (or however many) months to be developed. Agile, however, turns that concept on its head and says: Expect something every 2 weeks! How’s that possible? It is POSSIBLE because of the way Agile approaches the development process. In short iterative cycles, of 2 weeks (called Sprints), instead of one prolonged design, develop, test, and implement cycle. By delivering small chunks of usable content frequently, rather than the entire course at the end of the project. Here are some Agile best practices to follow when developing eLearning courses: Agile Teams: Build a team of self-organized, cross-functional people. Getting all the experts around the table early on is the key to successful Agile. User Stories: Look at the content needs from a user perspective. The most popular way to do so is to use the following User Story template: As a {type of user: … [Read more...] about Developing Agile eLearning Content: Bits and pieces at a time!
ELearning in Action: Turning Performance Goals into Objectives
The reasons why people are taking a course in the first place can sometimes get “foggy.” Instructional Designers know that learners have a gap in their performance...but the dilemma that they face is how to articulate that gap in learning objectives. Here are some ways to do that: Understand your audience: People tend to turn to learning when there is a perceived gap between what they SHOULD know, and what they ACTUALLY know. Therefore, before developing content, make sure YOU understand the objectives your learners should accomplish. Change your focus: Be action-oriented, and instead of focusing on the knowledge that the course will impart, build content that will turn knowledge into specific actions to be learned to meet the objectives. Get real: Content that merely paraphrases written materials won’t help bridge the gap between learners’ goals and the courses’ learning objectives. Instead, add real-life examples or simulated use cases to ensure the … [Read more...] about ELearning in Action: Turning Performance Goals into Objectives