This document discusses considerations for designing engaging eLearning modules. It contrasts linear versus forced navigation, suggesting that forced navigation can feel like pointless clicking without meaningful interaction. The document advocates for instructional design that incorporates storytelling, interactions like drag and drop, and visual elements to engage learners. It also contrasts assessment versus practice, arguing assessments should simulate real work environments and allow collaboration, while practice opportunities without assessments can still provide useful data and allow learners to make mistakes in a low-stakes environment.
1. I’d like an engaging 30 minute, highly interactive
eLearning module.
Yes with an assessment please…toot sweet!
2. Are we keeping up with the Jones’ or our learner’s needs?
Contrast in conversations; organisations excited – learners
tend to be a little more ‘stabby’ on the subject of
eLearning
3. "
We need your
more relevan
kill the Nex
modules
*generally in li
This presentation will hopefully:
Use customer quotes to help demystify what we’re really
asking for
Decrease pitch for sales significantly
4. "
We need your help to make our eLearning
more relevant for our learners. Let’s
kill the Next button* No more linear
modules!
*generally in line with an energetic fist pump
"
6. Forced navigation has stolen Linear navigation’s identity
Linear has become a dirty word, and it’s time it stood in
line to be counted!
7. Forced navigation, associated with:
Secret hotspots - you need Dan Brown to enable the damn Next button
Pointless page turner – ultimate goal, checking off another module
in the LMS
8. " The onl
when the
need mor
kill us
a few cl
Linear Navigation associated with:
Audience competency level
Mastery building - basic to complex
Tailored, individual progress
9. "
The only interaction they have is
when they click the next button - we
need more than that. Surely it wouldn’t
kill us to throw in a drag and drop and
a few click to reveals…
"
11. nation
Be gone incessant clicking for no particular reason
other than fitting an A4 page worth of text on a
computer screen…
12. Do you WANT your employees to have a meaningful learning
experience that they take back to their workplace and use
to increase company profits?
Or RSI?
13. Use the computer/human interaction to:
Tell a story
Use multiple choice questions to branch
Use reveals to create suspense and focus on consequences
first – make them want to find out what happens!
14. " …look, ou
‘eLearnin
eLearning
really
ups done
Sometimes content is what they need:
Don’t make them work for it
Relevant, meaningful and well written
Summarise, interrelate, demystify, guide
15. " …look, our learners are at the
‘eLearning saturation point’, so this
eLearning module needs to be really
really engaging. Let’s get some mock-
ups done – show us what you can do.
"
17. esign
al Design
If you start with the visual design in mind…
…You get something pretty, without much substance.
18. Focus on both visual and ID to strike the right balance…
Think; ‘That would be a helpful way to present information, provide
adequate practice and reduce calls to the IT help desk – and could I
be a pest and make that button blue please?’
19. "
Yes of co
Nicole. Ho
know if th
Same applies for technology (ID First):
“But my employees are all Gen Y I need to reach them” – they have a PC sister!
“They’re always on their iPads – we can use that” – Nope, Carol’s snaps doing
tequila shots in Mexico
“They can learn ANYWHERE now!” You don’t own them!
20. "
Yes of course we need an assessment
Nicole. How else are we supposed to
know if they have learned anything?
"
22. Do you even need an assessment?
Compliance?
Reporting?
Transfer?
23. Yes? Well then think about:
Context
Scenario-based questions
Simulate the environment (ummmm is it ‘B’ won’t fly with your
customer back in the workplace!)
24. Should they collaborate? YES!
Is it cheating? NO!
Use task analysis to design a collaborative assessment to
match the role and environment
26. What if you DIDN’T need an assessment…
No compliance requirement?
Completion state rather than pass mark
Stats are still important – how long did your
learner spend practicing in your module?
27. Practice rather than assessment means:
Repetition of practice opportunities (as
much as they need)
Perfect for systems training!
28. Make mistakes – and learn from them
Design for screwing up and then provide
well thought out feedback
