Learning and development professionals are under pressure to produce real results. Many times the traditional methods of instructional design and content development are not getting the job done. We have to think differently on how to design, develop, and leverage technology to create learning experiences that actually impact performance and get the results that matter.
In this session you will learn the importance of building experiences in the form of online scenarios, simulations, and real-world on-the-job tasks. You’ll leave understanding better how to apply research-based guidelines to design, structure, and sequence experiences into optimized learning paths. You’ll see to how to leverage technology, especially mobile and the Experience API (formerly Tin Can) to deliver, capture, and track learning experiences. Finally, in this session you’ll see examples of how learning-experience designers are transforming how people learn professional, technical, sales, and leadership skills.
In this session, you will learn:
How to capture the experiences of experts
How to design effective learning experiences
How to sequence learning experiences into an optimized learning path
How to use mobile and the Experience API to capture and track real-world experience
4. 4
Proficiency
70% On-the-Job Experience
20% Informal/Coaching
10%
Formal
Training
Instructional Design
Learning Experience Design
Takeaway:
Instruction is only a small
part of learning.
5. LXD Definition (Draft)
Learning Experience Design:
The process of facilitating the
development of skills (expertise,
proficiency) by providing learners with
a systematic set of learning activities
(experiences) supported by content,
feedback, and technology.
5
9. Expert-Novice Studies
• Physics
• Novices: Top University Students
• Experts: Physicists
From Categorization and Representation of Physics Problems by Experts and Novices
CHI, FELTOVICH. & GLASER in Cognitive Science 5, 121-152
Experience
forges the
mental link
between
knowledge
and the
way it is
applied to
situations.
Takeaway:
14. Call Center
Example Proficiency Statements
Done Category Proficiency Statement Milestone Evaluation
Order Status
Calls
1. Finds and provides customers with correct status information using
the Look Up search function following all customer service
standards with less than a 2 minute handle time.
2 Weeks Direct Observation and
Call Evaluation Checklist
Order Status
Calls
2. Identifies and resolves issues with shipment delays and backorders
through working with sales and shipping and provides the customer
with an answer within 2 hours.
3 Weeks Direct Observation and
Call Evaluation Checklist
Order Status
Calls
3. Records and submits required information in a complete and
accurate manner about each status call and is ready to take the
next call within 2 minutes.
3 Weeks Call Report
14
Done Category Proficiency Statement Milestone Evaluation
Billing Calls 4. Finds and provides customers with current billing information
including current balances, past due amounts and credits will
following a customer service standards with less than a 3 minute
handle time.
3 Weeks Direct Observation and
Call Evaluation Checklist
Billing Calls 5. Takes payments by credit card or checking account debit by getting
the correct customer information and verifying the payment has
been received with less than a .05% error rate.
4 Weeks Direct Observation
Call Report
Billing Calls 6. Handles billing disputes by correctly transferring the call to the
accounting department.
4 Weeks Direct Observation and
Call Evaluation Checklist
Copyright LPI 2011
Steve Rosenbaum
Learning Paths International
15. 15
• Learner
– Job/Role
– Prior Experience/Knowledge
– Motivations
• Existing Content
– Background
– Relevance/Usefulness
• Organizational
– Culture
– Business Unit Buy-in
– Mangers/coaches
Input: Context
A great design
that doesn’t
take into
account
context will
make a great
paperweight!
Takeaway:
17. 17
Get experts or master practitioners to:
Input: Situations & Knowledge
Situations
• List all of the situations they handle
Categorize
• Organize those situations into categories
Variations
• Identify how they vary on various parameters
Taxonomy
• Create a “Taxonomy of Situations” to guide creation of
learning experiences.
Knowledge
• Identify the knowledge (content), strategies, heuristics,
and process that experts use to handle the situations
20. Simple to Complex
Eligibility Factors
Simple Complex
Marital
Relationships
Citizenship
Status
……
…….
Rep
Payee
Deeming
Single/divorced US Citizen born in
US ……….
.
No rep payee Spouse to
spouse
Legally married US Citizen born
abroad ……….
.
Legal
guardianship
Parent to child
Holding out Alien Status
……….
.
Facility
w/custody
Spouse to
spouse to
child
Legally married and
separated and holding
out
Refugee Status
……….
.
Non-relative
w/custody
Sponsor to
alien
Simple
Complex
36. 36
• On-demand content
– Knowledge Base
– Video or Audio clips
– Social
– Checklists, Guidelines
– Mini-Tutorial
• Performance Support
Learning Experiences:
Content
Provide
content and
feedback
at the
Teachable
Moment.
Takeaway:
52. 52
Activity Stream (like Facebook)
<Actor> <Verb> <Object>
( I did this)
Experience API
Any
Learning
Experience
Experience
API
Learning Record
Store
LRS
Analytics
Reporting
53. 53
Gather Input
Design Experience Map
Develop Learning
Experiences
Prepare Context
Implement with
Technology
Perform Analytics
LXD Process
58. Questions?
Marty Rosenheck, Ph.D.
Chief Learning Strategist
mrosenheck@CognitiveAdvisors.com
@mbr1online
www.CognitiveAdvisors.com
Makers of the
TREK Learning Experience Manager
Hinweis der Redaktion
A few years ago –
Brought in by a large government agency
Their Customer Service Representatives had a complex jobs
They had to work with 7 legacy computer systems, and know Disability policies and Retirement – decide people’s eligibility
New hire went through 6 weeks of intensive training – well designed instruction.
They had a problem… once they were on the job – in the field offices – it took them 1.5 to 3 years to become proficient
Why?. Formal training was not enough -
We redesigned their learning process – based on LXD principles – we were able to shorten the time to proficiency to a couple of months.
Research is clear that formal training only takes you part of the way to proficient performance.
The development of skills primarily through experience and informal learning, coaching and guidance, trial and error.
This is known as the 70:20:10 Framework.
The problem is that the informal and experiential learning is generally haphazard.
How do we optimize the path to proficient performance?
Instructional Design focuses on the Formal Training.
Instruction is only a small part of the learning process.
Learning Experience Design encompasses the entire learning process.
Learning Experience Design is the process of facilitating the development of skills (expertise, proficiency) by providing learners with a systematic set of learning activities (experiences) supported by content, feedback mechanisms, and technology.
Learning Experience design is based on four parent disciplines:
Learning or Cognitive science – research-based guidelines on how people learn.
User Experience Design – enhancing the usability, look, and feel of a product, like a website.
Design thinking is a formal method for practical, creative resolution of problems and creation of solutions
Learning Technology is the enabler, the pallet of tools, xAPI and Mobile are key
Knowledge harvesting – Knowledge Engineering: Experts provide the target, experiences
Organizing Content – on demand, easily accessible, chunking it, Performance Support
A LXD needs some understanding of each of these – depth in a few – and bring in others in a team
This should be a masters program
To design effective learning experiences, we must begin with an understanding of how people learn.
The natural way we learn is by doing, reflecting on what we do, and planning what we are going to do differently next time.
For example my daughter learned to walk, not by taking an eLearning course , but by having a goal, trying to stand up, falling and reflecting on what happened, changing what she does and trying again.
The development of a skill or proficiency happens through a series of these cycles – learning experiences.
The job of the learning experience designer is to support this process.
9
Focus on Results
Learner Centered
Experience Rules
Content is a Supporting Player
Feedback is Key
Situated Learning
Technology Enabled
Iterative Design
LXD begins with identifying the Goals
Organizational – what does the organization need? Better salespeople, technicians who can repair equipment correctly the first time.
Individual – it is important to recognize the goals of the individual as well. That is the source of intrinsic motivation. The salesperson wants to close sales and make commissions, the technician wants to take pride in his work and be recognized for doing good work.
Results: The organizational goals should be defined as measurable outcomes or metrics – increases sales revenue, increases first time fix rate, or increased customer satisfaction.
Proficiency Statements are very specific descriptions of what it means for an individual to be proficient. They include observable measurements.
-- Make 20 sales calls a week with a 10% success rate.
-- Identify the cause of an equipment malfunction 90% of the time.
The proficiency statements guide the development of learning experiences.
Review this part of a proficiency definition including describing each of the columns. Things to point out.
There are a lot of numbers in the definition
They all start with action verbs
A lot of the evaluation is direct observation by an expert
The definition makes a great assessment tool.
Point out that we’ve set up this definition so it can be sorted by category or milestone. When you sort by milestone it puts the definition in chronological order. This will help us align the Proficiency definition to the Learning Path.
LXD begins with identifying the Goals
Organizational – what does the organization need? Better salespeople, technicians who can repair equipment correctly the first time.
Individual – it is important to recognize the goals of the individual as well. That is the source of intrinsic motivation. The salesperson wants to close sales and make commissions, the technician wants to take pride in his work and be recognized for doing good work.
Results: The organizational goals should be defined as measurable outcomes or metrics – increases sales revenue, increases first time fix rate, or increased customer satisfaction.
Proficiency Statements are very specific descriptions of what it means for an individual to be proficient. They include observable measurements.
-- Make 20 sales calls a week with a 10% success rate.
-- Identify the cause of an equipment malfunction 90% of the time.
The proficiency statements guide the development of learning experiences.
Get an expert or master practitioner to:
List all of the situations they handle
Organize those situations into categories
Identify how they vary on various parameters
Create a “Taxonomy of Situations” to guide creation of learning experiences.
Identify the knowledge (content), strategies, heuristics, and process that experts use to handle the situations
Structure refers how to organize the learning experiences.
Sequence according to some organizing principle –most commonly…
Simple to Complex
Job/Task Process
20
Scaffolding - like scaffolding the holds up a building during construction. Begin with a lot of support or scaffolding and gradually take the support away until the learning can stand on his own.
.
Practice - complex skills are not learned by doing something just once – sufficient practice is needed do develop fluency.
Timing – how will the experiences be timed? Spaced practice is better than mass practice.
Adaptive - the ability to automatically recommend the next best experience based on what the learner had done before.
On-the-Job - a real work job task. Installing a piece of equipment.
Simulation – for example a flight simulator
Cases/Scenarios - example of scenario based eLearning
Modeling - a video of how to do something.
Show examples
These are in sequence from highest to lowest fidelity (closeness to the real job task)
Content is a the service of experience. Content and knowledge is easy to get. If is difficult to know how to apply it to real situations. That is expertise. And can only be learned though experience.
By providing content on demand, at the teachable moment, when the content is needed to perform a task or solve a problem, it is more likely to be used, and remembered, and it is linked in the mind to how it is used.
Types of content
Knowledge Base
Video or Audio clips
Social
Checklists, Guidelines
Mini-Tutorial
The content used to support the learning experiences can also be set up for use on the job as Performance Support.
National Louis University’s National College of Education prepares teachers in the Chicago Area. They have found that teachers that go into the tough schools in Chicago’s south or west sides often burn out within 2 years. They don’t learn the real stuff of how to teach in those schools.
A big part of the problem is that the student teaching process – where the real learning happens --is haphazard and not coordinated with the rest of the program. The mentor teachers are not sure how to best coach the student teacher. There is little alignment between the practicum and methods classes and the field work.
How do we transform teacher training to develop better teachers more quickly?
Content is a the service of experience. Content and knowledge is easy to get. If is difficult to know how to apply it to real situations. That is expertise. And can only be learned though experience.
By providing content on demand, at the teachable moment, when the content is needed to perform a task or solve a problem, it is more likely to be used, and remembered, and it is linked in the mind to how it is used.
Types of content
Knowledge Base
Video or Audio clips
Social
Checklists, Guidelines
Mini-Tutorial
The content used to support the learning experiences can also be set up for use on the job as Performance Support.
34
35
Content is a the service of experience. Content and knowledge is easy to get. If is difficult to know how to apply it to real situations. That is expertise. And can only be learned though experience.
By providing content on demand, at the teachable moment, when the content is needed to perform a task or solve a problem, it is more likely to be used, and remembered, and it is linked in the mind to how it is used.
Types of content
Knowledge Base
Video or Audio clips
Social
Checklists, Guidelines
Mini-Tutorial
The content used to support the learning experiences can also be set up for use on the job as Performance Support.
Experience + Reflection = Learning
Feedback enables reflection
Targeted, specific feedback
Types:
Coaching
Peer
Self
Automated (i.e., in simulations)
Short Interactions
Targeted Feedback
Mobile Tech Enabled
Coaching Support
Coaching Network
No only has it inprove results…
It actualy imporved th relatoinshos wbetee that manager and empoyss.
Do you think this makes sense for learning in your situations?
Do any of you do anything like this?
Learning Experience design is based on four parent disciplines:
Learning or Cognitive science – research-based guidelines on how people learn.
User Experience Design – enhancing the usability, look, and feel of a product, like a website.
Design thinking is a formal method for practical, creative resolution of problems and creation of solutions
Learning Technology is the enabler, the pallet of tools, xAPI and Mobile are key
Knowledge harvesting – Knowledge Engineering: Experts provide the target, experiences
Organizing Content – on demand, easily accessible, chunking it, Performance Support
A LXD needs some understanding of each of these – depth in a few – and bring in others in a team
This should be a masters program