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Tin Can Learning Design – Andrew Downes

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Epic's Tin Can expert Andrew Downes presented at the eLearning Network's event, 'LMSs and the Tin Can API', explaining the impact Tin Can has on learning design. This presentation covers how Tin Can influences the way we create e-learning and what we need to take into consideration when we use this new learning technology.

Publicada em: Tecnologia, Educação
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Tin Can Learning Design – Andrew Downes

  1. 1. ELN – April 2014 Tin Can Learning Design Andrew Downes Solutions Architect @mrdownes andrew.downes@epiclearninggroup.com @epictalk For all the latest news , follow us on twitter @epictalk
  2. 2. About me
  3. 3. About me
  4. 4. > Introduction (this bit) > SCORM limits your design > A Tin Can mindset > How to > Challenges Agenda Assumptions: You know what Tin Can is and what it can do. You’re interested in learning design rather than development.
  5. 5. SCORM limits your design @epictalk For all the latest news , follow us on twitter @epictalk
  6. 6. What is it? What does it do? When was it created? What’s changed since then? Do you like it? What do you know about SCORM?
  7. 7. SCORM is an e-learning standard. It provides a common way for e-learning to be added to an LMS. SCORM 1.2 was released in 2001. That’s ancient in technology terms. Lots has changed since then: broadband, mobile internet, Facebook ... It can be very inflexible and difficult to work with. What do you know about SCORM?
  8. 8. How SCORM works... E-learning Data base The LMS Reports Other experiences SCORM
  9. 9. Tin Can you spot the difference? E-learningLRS The Internet Reports Other experiences Tin CanTin Can
  10. 10. Andrew’s success status for the quiz is passed. Andrew passed the quiz yesterday. vs. vs. Status Events SCORM Tin Can
  11. 11. vs. Track a fixed set of metrics (and design next-next-quiz learning to fit) Design your tracking to suit the experience
  12. 12. Activity! How has SCORM restricted the learning you have created? Do these requirements sound familiar? It must be SCORM compliant! It must be tracked! It must be launched from the LMS!
  13. 13. A Tin Can mindset @epictalk For all the latest news , follow us on twitter @epictalk
  14. 14. I did this A learner A manager A customer Think in terms of events What is the result of that event? What happens next? A group Succeeded at Experienced Liked Completed A work task Some e-learning Their personal goal Me
  15. 15. Track blended learning LRS E-learning Game Simulator Blog YouTube Customer feedback Face to face Mentoring Performance support Work task KPIs Native mobile You already know this...
  16. 16. Puréed learningBlended learning (in practice) Events in one activity can be tracked and responded to in another.
  17. 17. Branching based on real world events The learner is able to ‘test out’ of a piece of e-learning by demonstrating a competency in their job. Classroom groupings based on e- learning success or completion Learners are grouped with others with similar knowledge or skills gaps More tightly knit blends of learning In a desktop e-learning course the learner is asked to go and speak to a particular key person and upload an audio recording via their mobile. When they return to the course, the next step has unlocked. Events in one activity can be tracked and responded to in another. Puréed Learning
  18. 18. 0 20 40 60 80 100 Category 1 Category 2 Category 3 Series 1 87% 63% 52% Learning Analytics design A new job role?
  19. 19. Discuss! How could you purée your blended learning? Think about... What different experiences do or could make up your blend? What needs to happen in experience X to trigger a change in experience Y? What’s a natural flow for your learners?
  20. 20. How to @epictalk For all the latest news , follow us on twitter @epictalk
  21. 21. Who are your stakeholders and what do they want to know? Identify learning and reporting requirements 1
  22. 22. Examples > The learner > Their manager > HR/ L&D > The CEO > The auditor/regulator
  23. 23. Design experiences to meet your learning and reporting objectives. Design your blend 2
  24. 24. Examples A learning game to meet your learning requirements. An assessed simulation to meet your reporting requirements.
  25. 25. Identify your events. What happens next? Map out interactions between the experiences E-learningLRS Other experiences 3
  26. 26. Example Event: A customer complains about a product Joe has produced. What next: Joe’s annual assessment selects more questions relating to that product. Why? Joe is tested on the area the complaint suggested he was weak in. This will help to reduce complaints in future.
  27. 27. Example Event: Joe completes an e- learning course, but Bill doesn’t. What next: Joe and Bill are grouped together in a classroom activity. Why? Joe can teach Bill what he’s learnt, improving the learning experience for both of them.
  28. 28. Example Event: Joe’s data suggests Joe is the top performing member of his team. What next: Joe receives a small cash bonus and is given additional responsibility in mentoring new starters. Why? Joe is rewarded for doing well (encouraging everybody) and his expertise is passed on to new starters.
  29. 29. How will the data become information? Design reports 4 0 20 40 60 80 100 Category 1 Category 2 Category 3 Series 1
  30. 30. Example A colourful at-a-glance dashboard for the board of directors. An Excel download for the L&D department.
  31. 31. Involve a Tin Can expert to help with the technical details. Involve an expert 5
  32. 32. Example > Should the learner’s score be included in the statement, stored in the State API or both? > Which properties of the statement’s context are relevant for this event? > What’s the most appropriate verb id to use? >Should we define an extension or not?
  33. 33. Activity! How do you need to change your design processes? Think about... What are your current design processes? What do you do when you design? Which elements do you already do for SCORM e-learning? What do you need to change when designing Tin Can experiences?
  34. 34. @epictalk For all the latest news , follow us on twitter @epictalk
  35. 35. Design challenges and stakeholder concerns @epictalk For all the latest news , follow us on twitter @epictalk
  36. 36. Reliability of self- reporting I did this. Prove it!
  37. 37. Reliability of self-reporting Think creatively – can the event be confirmed automatically? Tin Can systems can be more reliable than SCORM Any distance learning is vulnerable to buy your mate a pizza. Managers, trainers and peers can confirm the event. Use the authority property – who said ‘I did this’? Recruitment relies on self- reporting e.g. CVs/ interviews
  38. 38. Will learners report their learning? Please complete this form. No.
  39. 39. Will learners report their learning? This is a real issue and needs to be considered. With Tin Can much more can be tracked automatically than with SCORM. Provide incentives. Link to job progression. Points mean prizes. Example from Ellen Meiselman at University of Michigan Health System:
  40. 40. Privacy concerns We are tracking everything you do. Um....
  41. 41. Privacy concerns With Tin Can, learners can have greater access to and control of their data. Tell learners what is being tracked, how it is used and how their data is protected. Consider anonymous data. Learning data is less personal than Facebook. This is a particular issue in some European countries e.g. Germany.
  42. 42. Interoperability It’s not working, is it? No.
  43. 43. Interoperability It is possible to be Tin Can- compliant and have tools still not work together. For traditional e-learning courses, there is clear guidance. For new ways of tracking and designing learning, we need to consider this issue. Read my blogs and How To!
  44. 44. Too much data Joe moved his mouse 1 pixel. Which direction?
  45. 45. Too much data If we track everything, the important stuff will be lost in the noise. However, very detailed, click- level tracking can help to inform design. Design reporting tools carefully; only show the user what’s relevant to them. Consider performance; can your servers handle that much data?
  46. 46. Correlation is not causation This proves my learning worked! Correlation does not prove causation.
  47. 47. Correlation is not causation Correlation doesn't imply causation, but it does waggle its eyebrows suggestively and gesture furtively while mouthing 'look over there'. Randall Munroe Cartoon and quote from xkcd.com
  48. 48. Final questions? @epictalk For all the latest news , follow us on twitter @epictalk Andrew Downes Solutions Architect @mrdownes andrew.downes@epiclearninggroup.com