Instructional design thinking dev learn conference, october 2017
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The deck used during DevLearn Confrence (October 2017) in Las Vegas. It let me to introduce the Instructional Design Thinking idea (combination of ID and DT) and work it out on two exercises using Learning Battle Cards tools.
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Instructional design thinking dev learn conference, october 2017
- 1. Session #108 Instructional Design Thinking From Defining to Prototyping Learning Ideas Marek Hyla Accenture Senior Learning Principal Global TD&L Think Tank CoE Lead Las Vegas, NV • October 25 – 27, 2017
- 2. ABOUT ME 3 Accenture Learning Senior Principal TD&L Think Tank CoE Lead The older, the more converted from digital to human Currentlystartingtoexperience theemptynestsyndrome
- 3. ABOUT ACCENTURE SHAPE TRANSFORM POWER OPERATEDIGITIZE Accenture Strategy shapes our clients’ future… combining deep business insight with the understanding of how technology will impact industry and business models. Accenture Consulting transforms … bringing the very best of Accenture to help our clients transform their businesses to compete in today’s digital world. Accenture Technology powers our clients’ businesses with “best in class” established and emerging technologies. Accenture Operations operates business processes and infrastructure as a service on behalf of our clients. Accenture Digital digitizes, enabling our clients to unleash the power of digital ... providing analytics, interactive marketing and mobility services to create new value.
- 4. Copyright © 2017 Accenture. All rights reserved. 5 INSTRUCTIONAL DESIGN
- 5. Copyright © 2017 Accenture. All rights reserved. 6 TONNES OF MODELS… … WHICH WE WILL SKIP FOR NOW… ADDIE Analyze Design Develop Imple- ment Evaluate Gaining attention1 Informing about the objective2 Stimulating recall3 Presenting information4 Providing guidance5 Elicit performance6 Providing feedback7 Assessing performance8 Enhancing retention and transfer9 9 EVENTS ARCS Attention Rele- vance Confi- dence Satisf- action 5E Explore Explain ElaborateEvaluate Engage Analyze Learners State Objectives Select Methods Utilize Media Require Engage- ment Evaluate and Revise ASSURE CONSTRUC- TIVISM
- 6. Copyright © 2017 Accenture. All rights reserved. 7 DESIGN THINKING
- 7. Copyright © 2017 Accenture. All rights reserved. 8 ”Design thinking is a process for creative problem solving”
- 8. DESIGN THINKING AT ACCENTURE Copyright © 2017 Accenture. All rights reserved. 9 Learn about people and the context of the problem Etnographic Observations Focus Groups Surveys Ideate in an iterative way in prototyping cycles Learning Journeys Storyboards Mock-ups Test ideas and prototypes with actual users Pilot Programmes Feedback Observations Deploy the chosen solution and refine it Feedback Refinement Synthesize learnings from discovery and build point of view Personas, Journey Maps Service Blueprints
- 9. 5 KEY FEATURES OF DESIGN THINKING Involves all disciplines throughout the proces; employs co- creation methods as appropriate during the process. Collaborative Relies on tangible representations of potential solutions to get early user feedback. Prototype-Driven Refines the problem definition and potential solutions based on feedback and testing; learns from early failures. Iterative Reframes the problem and looks at it from different perspectives; considers many solutions. Creative and playful Design Thinking starts with empathy and understanding people (the learners) through direct observation and research. Human-centered
- 10. DESIGN THINKING IN LEARNING Copyright © 2017 Accenture. All rights reserved. 11 1. Design Thinking is a way of solving capability development challenges that helps us innovate and create the biggest value 2. Design Thinking uses approaches and techniques to solve the right problem with the right learning experience 3. Design thinking is transforming learning processes and helping us to create more holistic, durable learner experiences
- 11. DESIGN THINKING APPROACH TO LEARNING Copyright © 2017 Accenture. All rights reserved. 12 Analyse Learners’ Needs Design Learning Experience Develop in Iterations Deliver with Feedback FORM INSIGHTS OBSERVE LEARNERS (ETHNOGRAPHIC RESEARCH) LEARNING EXPERIENCE NEED IDENTIFICATION IDEATE LEARNING EXPERIENCE PROGRAM (“RUMBLE” SESSION) VALIDATEDETAILED DESIGN LEARNER AND STAKEHOLDER FEEDBACK Iterative Development Identify Constraints and Dependencies DELIVERY DURABLE LEARNING REVIEW
- 12. DESIGN THINKING TOP TIPS Workspace Choose an inspiring, off-site space to remove those involved from an office mind-set Attendees Work in diversified teams; involve stakeholders from various disciplines Dress Wear casual attire to help break down hierarchies and feel more comfortable Timing Strictly time-box each task for rapid thinking Communication Be highly visual; don’t tell but show others what your idea is through drawings, role-play or prototypes Feedback Defer judgement; no idea is a bad idea. Accept feedback and provide it in the form of “I Like”, “I wish”
- 13. Copyright © 2017 Accenture. All rights reserved. 14 LET’S HAVE SOME FUN
- 14. Copyright © 2017 Accenture. All rights reserved. 15 TWO EXERCISES Describe Brainstorm learning portfolio Ideation Design learning journey
- 15. CASE: NEMO TRAINING Case A Target group • About 150 external parties • About 1500 people Goal • High-level understanding of the new market and relevant systems in the Market Operations space Agreed approach • Self-learning • Seminars Case B Target group • Internal Staff in two cities • About 100 highly-skilled and experienced experts Goal • Close tha gap in knowledge and skills about how to operate the new market and new systems in two areas: System Operations and Market Opetations Agreed approach • Self-learning • Hands-on training • Change of the wholesale electricity market in the country • Update of the Market Rules and Market Codes, Processes and Work Procedures • Implementation or update of 35 IT systems • Biggest challenges: • extremely low availability of Subject Matter Experts • very tight deadline to deliver internal training due to dependency on the of availability of Processes and Work Procedures • State-owned company with a relatively limited budget
- 16. Copyright © 2017 Accenture. All rights reserved. 17 LEARNING BATTLE CARDS Analysis Brainstorm learning portfolio
- 17. BRAINSTORM LEARNING PORTFOLIO Copyright © 2017 Accenture. All rights reserved. 18 There are hundreds of learning approaches and tools which can be used in the learning space. Using the deck of Learning Battle Cards, select those methods which are most relevant to the learning challenge described beside the LBC Canvas. Tips: • Form teams beside the LBC Canvas • Spend a moment to introduce yourself to the team (short moment, please!) • Collect the deck of Learning Battle Cards • Read information about the project beside the LBC Canvas • Brainstorm which cards to discard – those deemed as useless (e.g. due to technical constraints, generational specifics, corporate culture, budget or time constraints, etc.) • Brainstorm the best cards from the remainder of the deck (10-20 cards) Result - three piles: 1. Selected cards (first choice methods to be used during the second exercise) 2. Back-up cards (to be considered during the second exercise, if necessary) 3. Discarded cards (cards that will not be used during the second exercise)
- 18. Ideation Design learning journey Copyright © 2017 Accenture. All rights reserved. 19 LEARNING BATTLE CARDS CANVAS
- 19. DESIGN PROTOTYPE OF THE LEARNING JOURNEY Copyright © 2017 Accenture. All rights reserved. 20 There are many frameworks which could be considered during the ID process (ADDIE, Gagne’s 9 Events of Instruction, Kolb’s Cycle, etc.). Using the Learning Battle Cards framework available on the canvas, in your teams, ideate the learning process to address the defined challenge. Tips: • Take the time to study the LBC Canvas • Leverage on the first exercise (use Pile 1, remember Pile 2, skip Pile 3) • Follow the LBC framework (7 Windows from left to right and from top to bottom) • Consider each window; deliberately skip if needed • Stick cards to specific windows of the canvas using BlueTac to visualize the learning journey • If needed - move cards around to build a clear picture of the development proces and to demonstrate the flow • Use markers to add additional information (flow, connections, areas of development, side notes, colour codes for different target groups, etc.) Result: • Visual prototype of the learning journey
- 20. • Design Thinking Myths: Fjord and Accenture • How it Works: Design Thinking • How Global Design Pioneer IDEO Solves Its Most Mindboggling Problems • Good Design Takes Away, Bad Design Adds ADDITIONAL RESOURCES Copyright © 2017 Accenture. All rights reserved. 22 • The Design Thinking Process in Instructional Design • Designing Rich Blended Learning with Learning Battle Cards • Gamification of Learning Design: How to Use Learning Battle Cards? Design Thinking Intructional Design Thinking
- 21. ADDITIONAL RESOURCES Copyright © 2017 Accenture. All rights reserved. 23 https://designthinkingforeducators.com/toolkit/
- 22. THANK YOU! FOR QUERIES PLEASE CONTACT: MAREK HYLA ACCENTURE SENIOR LEARNING PRINCIPAL TD&L THINK TANK COE LEAD MAREK.HYLA@ACCENTURE.COM
Editor's Notes
- Good morning to everybody. How are you feeling today? I would like to warmly welcome you on the Instructional Design Thinking session. When I was planning the session I was thinking about how to make it meaningful and valuable. So, instead of long elaboration and plenty of slides with information I decided to make it very practical and hands-on. The agenda for today is quite simple – at the very begining, for not more than 10-15 minutes I will talk, and then you will engage in two exercises using two design thinking techniques and tools. These exercises will, of course, not cover the whole DT proces but will let you experience at least part of it. I hope that this is OK for you…
- Before we start – let me briefly introduce myself. My name is Marek Hyla. I come from Poland where I am employed in Accenture as a Senior Learning Principal. I am also TD&L Think Tank CoE Lead. I am an author of two books. The first one, „E-learning Guide”, was published in 2005. The second book which I co-authored is called „Designing of effective training – Learning Battle Cards” and it was published two years ago.
- As I said I represent Accenture – corporate elephant employing more than 400.000 people around the whole globe. We are delivering end-to-end services organized around digital shift. These services cover building a vision of this digital change, helping our Clients to tranform their businesses, build all necessary infrastructure and maitaining the new operating model. We are also heavily engaged in innovation agenda. Design thinking is one of the key approaches which is used during early stages of such a cooperation.
- As this is a session about combining designing thinking with instructional design it would be a good idea to start from defining both of these concepts. I would say that „ID is the art of preparing efficient learning experiences”. Can we agree for such a high-level definition?
- There are tons of instructional design models, but, for the sake of time I will not go deeper into any of them. I assume that everybody here knows and uses at least a few of them. What is important here is to understand that design thinking techniques could be used in conjuction with any of these models.
- Let’s jump to Design Thinking – I would expect that this topic is more interesting among learning professionals.
- The definition which you see on the screen is copyied from the IDEO website. IDEO and it’s founder Tim Brown are considered as the main driving forces of design thinking. I would add to this definition that this process is based on a specific approach and characterised by some specific features.
- At Accenture we identify 6 stages of DT proces. 1. It starts by building a deep understanding of users (in our situation – learners) and their needs in order to identify how an outstanding service can be provided to them. This is being done in the discovery stage by immersive research (e.g. etnographic observations, focus groups, surveys, etc.) to help the team understand goals, needs, constraints and dependencies of people and specific organisation or context. 2. In the describe stage we form insights. They are being prepared using various techniques such as personas, journey maps or service blueprints. In many cases this synthesis takes form of collaborative sessions (which we call „Rumble Workshops”). 3 and 4. Then, usually during the same or following Rumble Workshops, we start to Ideate and Prototype the solution. Shapes of prototypes are highly dependent on the subject but in the learning field we use learning journeys, story boards, mock-ups, etc. 5. Then the concept is tested. In the training field usually pilot programmes and testing groups are being used to evaluate the new product or service. Here, not only feedback but also observations of learners in the learning proces and after the learning proces are important to refine the service. 6. At the end we should think about implementation as continuous proces capable to release new iterations of the product or the service.
- Design Thinking is also characterised by 5 key features. First of all – it is human centered. To design really great service we have to trully undersand who are we providing service to and what they need. Secondly – the proces itself should be fun. This playful environment triggers participants to go outside of the box and bring really innovative solutions to the table. At third – it is iterative. We will not have time to make more iterations today, but in ideal world you should make at least 2 review and feedback sessions during your exercises to let you refine the final shape of the solution. At fourth – it is driven by prototyping. Today you will be working on a visual structure of the learning proces which is a simple prototype; an example of more advanced one would be e.g. mock-up of the digital learning solution prepared on a paper And at fifth – it is collaborative. Design thinking employs various kinds of team-work-based techniques which should be faciliatated in a collaborative way.
- So – if we would like to denominate DT into the learning space we should think about this idea in the following way…
- OK – so let’s try out the idea of design thinking in an instructional design space…
- You will be engaged in two exercises using two tools. The first exercise and tool will focus on the describe stage of DT proces, the second one – on the ideation stage. During the first one each team will be using the deck of Learning Battle Cards. During the second one each team will be using deliverables of the first exercise on the LBC Canvas. I will provide more information about each of these tools a little bit later. Unfortunately – we will not have time for a wrap-up of these exercises. I hope, however, that the experience itself will provide interesting insights and lessons for all of you.
- And this is the business case. Imagine that you are a Training Lead of the project in which National Electricity Market Operator (which we later call NEMO) changes the wholesale electricity market in the whole country. Within the project NEMO changes Market Rules (which are thick documents describing in details how the market works), processes and procedures. During this project also 35 IT systems are being implemented or changed. There are two critical challenges: Very low availability of SMEs as they have to keep lights on and participate in other workstreams of the project Very tight deadline of internal training as processes and working procedures have to be prepared or changed at the very end of the project NEMO is a state owned company so training budget is rather limited. It is also quite „traditional” company in terms of the training – the is no LMS inside and training so far has been delivered mostly in the old fasioned way (ILT sessions, self-reading, etc.). Each group will be working out one of two cases: A – related with the training which has to be delivered to all external companies who are competing on the electricity market B – related with internal training for employees of NEMO You will find more information about these two cases near the LBC Canvas
- It the first exercise you will be using LBC. Learning Battle Cards is a deck of 108 cards showing various learning tools and approaches. It is also an example od DT tool which is used in mind-flexing and brainstorming proces. By reviewing these cards you can be reminded or informed about learning methods which could be taken into consideration while designing learning journey. On the face of the card you will find the name of the card with it’s acronym and definition in the shape of tag cloud while on the back of it you will find some helpful parameters.
- The first exercise will be focusing on selection of the best learning methods. While brainstorming the deck you will select the cards you consider the winning ones in the specific context of the business case. So: Please, form teams Collect one deck of LBC per team Read the information about your case attached to the wall near LBC Canvas Having in mind all information you have divide the deck into three piles: a/ first choice cards, b/ back-up cards, c/ discarded cards. Please, bear in mind that you have only 15 minutes for this so you have to move pretty quickly to meet this deadline. So, please, organize the team work in a way which will let you to have these 3 piles ready within next 15 minutes. Is everything clear?
- LBC Canvas is a framework of thinking about the learning journey consisting of 7 Windows – starting from Analysis and concluded by Evaluation. You will be able to use this Canvas by following the flow of it in your thinking about the learning journey, sticking selected cards to the specific windows and adding additional information using markers to shape the final vision of the development proces.
- In this exercise you will ideate the learning journey relevant to your case. Please, spend a few moments to familiarize yourselves with the framework. Then use it to discuss and ideate your proposed training programme by sticking selected cards to specific windows of the LBC Canvas. You don’t have to use all of cards from the first choice pile – just treat this pile as a portfolio which you can chose from. If you change your mind or find value in cards from the back-up pile you can also use cards from this one. At the end – use markers to visualize flow, connect and block elements on the sheet, add comments, add additional learning ideas which are not covered by LBC, etc. You have for this exercise 20 minutes… Is everything clear?