In today’s blog, I’d like to share an approach we’ve been using at Guroo Producer to structure our eLearning modules in a logical flow which allows the learner to learn, practice, and (most importantly) apply their learning on-the-job.
There are four phases; why, learn, try, and apply. To illustrate the process, I’ll share an example of a eLearning module on Decision Making Processes we developed as part of a broader program for one of our clients.
This is the introduction to your module and is designed to pique the learner’s interest and set them up for success. It provides the context for the learning, and answers the important question, ‘What’s In It For Me?’ (WIIFM).
|In the module we developed on Decision Making Processes, the Why’ phase provides some context for the decision making processes covered in the module, and why these are important to the organisation. We included an interview with a senior leader about the impact of good decision making processes in the organisation (to show the link to business goals and add credibility), and some quick vox pops from people around the organisation on the decision making processes they use and why they use them (to show them how the learning will help them do their job better).|
In this phase, we cover the key information the learner needs to know. The learning is integrated with challenge questions to ensure comprehension of key points.
|In the ‘Learn’ section of our decision making eLearning, the ‘virtual coach’ takes the learner through the key decision making processes. Along the way they answer some questions to keep them engaged and ensure understanding. When the learner meets a learning milestone (based on the learning objectives) they are rewarded with a badge.|
Learners now have the opportunity to practice what they have learned in an interactive scenario based on real-world application. They receive detailed feedback as they progress, particularly where capability gaps exist.
|In our module on decision making processes, the ‘try’ section presents the learner with a real-world scenario about improving the customer experience. The learner needs to apply the frameworks they have learned, in order to identify the problem, decide what decision making tools they should use, and make a decision on how to solve the problem. As they move through the scenario, they receive tailored feedback from the ‘virtual coach’ and are directed to additional learning where needed.|
One of the common complaints about eLearning is that there is often no direct application to the learner’s work. In the ‘apply’ phase, the learner will be given a workplace activity to embed their learning on-the-job.
In our decision making module, the learner is tasked with applying the key processes to a decision they are facing in their own role. This is supported by an interactive job aid to assist them in selecting the right decision making tools.
Learners are then prompted to reflect on their experience using the processes, and share the outcome with their peers on an internal Yammer page dedicated to the program.
This approach to structuring eLearning works particularly well when you are introducing processes or frameworks the learner needs to use on-the-job, as it gives them opportunity to practice their skills in the module before applying them in their role.