Kineo Engaging Elearning
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Slides presented for a webinar on November 7, 2011 for HR.com. Lots of tips and ideas on creating more engaging elearning without busting the bank.
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Kineo Engaging Elearning
- 1. Designing Engaging Elearning: Tips to yawn-proof your elearning without busting the bank
- 3. At a training department near you, SMEs are handing off their slide decks.
- 4. You’re the training manager who has to help transform that dump into elearning.
- 5. You’ve got three short weeks to build it, but there’s too much to do! *Time* ticking away: http://www.flickr.com/people/mike9alive/
- 6. You want a more streamlined process and better eLearning outcomes.
- 7. Help your team yawn-proof your elearning without busting the bank with these eight top tips.
- 8. How long have you been involved with elearning projects? I haven‟t worked on any yet (that‟s why I‟m here!) 0.1-1 years 2-5 years 6-10 years 10+ years
- 10. 1 Get 2 Set attention direction 6 Action 3 Present and information support 5 Assess 4 Exemplify and and Summarize practice
- 13. Case Study: The Vacation Policy “In keeping with the overall control environment and to ensure compliance with internal control guidelines issued by its regulators, AceFinancial has a Global Investment Bank Vacation Policy. In EMEA, the requirements of this policy (which are set out below) also apply to the Private Bank, AceFinancial Partners and the Chief Investment Office. TSS staff are required to comply with their own LOB policy. In summary, the policy requires certain employees in sensitive positions (“Designated Employees”) to be out of the office for a specified period of time each calendar year...”
- 14. 1 Get 2 Set attention direction 6 Action 3 Present and information support 5 Assess 4 Exemplify and and Summarise practise
- 16. Object to learning objections.
- 17. Do your programs typically include a slide upfront that details the specific learning objectives of the course? Yes No I have no idea!
- 18. Traditional objectives As a result of attending this session you will be able to: • Identify three case studies of Fortune 1000 companies who are successfully using social learning models • Define the three models of social learning and how these map to specific strategies and tools • Evaluate the pro's and con's of different social interventions as solutions to specific kinds of learning challenges • Describe their own personal experience in using social media as a practitioner
- 19. Set direction 1 Get 2 Set attention direction 6 Action 3 Present and information support 5 Assess 4 Exemplify and and Summarise practise
- 20. Set direction 1 Get 2 Set attention direction 6 Action 3 Present and information support 5 Assess 4 Exemplify and and Summarise practise
- 21. Set direction 1 Get 2 Set attention direction 6 Action 3 Present and information support 5 Assess 4 Exemplify and and Summarise practise
- 22. Get the best stories.
- 29. Make it hurt so good.
- 30. Do your programs always include a FINAL TEST? No, that‟s too much work ;) Yes, otherwise how can we be sure they‟ve learned? Depends on the content. I have no idea!
- 31. Question 1 of 524: 1. There are ___ Customers types serviced by ACME.
- 32. Question 2 of 524: These customer types are i. ________ ____ ______; ii. _____ ________ _____ ; iii. ________ ____ _____; iv. ______ _______ ________ (___) ____________; and v. ______ __________ ____ _______ ____ _____.
- 33. Question 3 of 524: True or False? Small Business Owners would benefit from the service ACME offers of managing money and good accounting records
- 34. “If I had to live my life again, I'd make the same mistakes, only sooner.” ~ Tallulah Bankhead
- 38. Don’t be tone deaf.
- 39. “As café staff, it‟s compulsory that you maintain quality of produce and serve it as specified by the Quality Food Manual. By the end of this training you will understand how to serve every food type according to the standards.”
- 40. BORING!
- 41. “Our specials today are cold baked beans, burnt toasties and delayed jacket potatoes. Oh, and we have no soup. (We forgot to put it on.) Anything take your fancy? Customers expect great hot food at our café - they know it’s made from our own high quality M&S produce. To be a hot food hero, you need to present it, cook it, and serve it perfectly.”
- 42. True Confessions Time: What‟s the most boring training program you‟ve had to take or been a part of? (type your answers in chat)
- 43. Our 5 rule framework Tone matters – no matter what the content. We‟ve put together a 5 rule framework to help you write engaging, exciting and yawn proof content.
- 44. Our 5 rule framework 1. Keep it light 2. Give it spirit 3. Have a conversation 4. Call for action 5. Be adult
- 45. 1. Keep it light
- 46. Short, snappy, to the point. And don‟t be afraid to have fun. Less of… “This e-learning module is designed to explain the principles and practical requirements of the 11 step process …” More of… “Need to get your head around our process? You‟re in the right place.” Or… “Process – boring, right? Wrong. This one will help you, all 11 steps of it. See it to believe it.”
- 47. “If I'd had more time, I would have written a shorter letter.” Blaise Pascal T.S. Eliot Mark Twain
- 48. Any challenges that you can see with trying to keep it light in your organization? (type your thoughts into chat)
- 49. 2. Give it spirit!
- 50. Make it energetic, driven, engaging. Less of… “Now that you have covered the basics of customer service, in the next section you will learn how to deal with customer issues.” More of… “You‟re one step away from maximising your skills, but there‟s a problem – a customer one in fact. Click next to put your service skills to the test.”
- 52. Direct, clear, dialogue, questioning. Less of… “Negotiating effectively is an important skill that we all use on a daily basis” You talking to me? More of… “When was the last time you negotiated something? Maybe it was more recently than you think….”
- 53. 4. Call for action!
- 54. Give direction, focus on actions and tasks – it‟s what happens next that counts. Less of… “You‟ve now completed this section on PBX sales. Go back to the menu to make another selection.” More of… “Now review your own client list. Who could benefit from the PBX product? Plan the time to call them now.”
- 55. 5. Be adult.
- 56. Learners are busy professionals – treat them that way. Adult to adult - don‟t patronise. Less of… “By now you have learned…” “You must do…” “This will take 90 minutes” More of… “Take 5 minutes to find out how to run effective meetings.”
- 57. What does it look like?
- 58. Light touch – colloquial A little pun – links to later content
- 59. It could have been so much more formal..
- 60. Getting to the point quickly Set up in 3 sentences. Professional, to the point, not a word wasted.
- 61. Having a conversation • Can I ask you an interesting question? • Can I tell you a story? • Can I take you on a journey?* I don’t know – can you? *metaphorically. Not in a weird way.
- 62. Having a conversation – what‟s on your mind?
- 63. Not „Does O2 offer technical support?, but… The question is conversational - dialogue with the learner
- 64. The question has narrative and pace Easy tiger
- 65. It‟s all about you
- 66. A more relaxed tone than you expect in compliance. Light touch but gets the point across
- 67. You want actions? I‟ll give you actions… Each one about action
- 68. It doesn‟t have to be clever – just clear Crisp and professional Things that real people care about - not stiff learning objectives.
- 73. Let‟s review the 5 rule framework 1. Keep it light 2. Give it spirit 3. Have a conversation 4. Call for action 5. Be adult
- 74. Make the graphics count.
- 80. Think outside the course.
- 81. 1 Get 2 Set attention direction 6 Action 3 Present and information support 5 Assess 4 Exemplify and and Summarise practise
- 87. Space out.
- 88. Let‟s review!
- 90. Object to learning objections.
- 91. Get the best stories.
- 92. Make it hurt so good.
- 93. Don’t be tone deaf.
- 94. Make the graphics count.
- 95. Think outside the course.
- 96. Space out.
- 97. Poll: I learned something new today that I think I‟ll try out on my next project! -Yes! -No. I knew all of this already. -Maybe. But I need to know more.
- 98. www.kineo.com
- 99. Keep the conversation going on LinkedIn: http://www.linkedin.com/groups?gid=3724233&trk=hb_side_g
- 100. Get lots of free stuff on the Kineo website: www.kineo.com email: cammy.bean@kineo.com Twitter: cammybean Blog : http://cammybean.kineo.com/ email: mark.harrison@kineo.com
- 101. Yawn proof your elearning without busting the bank by Kineo is licensed under a Creative Commons Attribution-NonCommercial- ShareAlike 3.0 Unported License.
Editor's Notes
- Finding yourself a bit bored with the e-Learning you've been creating lately? Looking to jazz up your e-Learning courses, but don't have the resources to create a 3-D immersive learning game that can be delivered on your iPhone? Need to get your content turned around fast – but without sacrificing engagement?In this session, you’ll explore strategies and tips for creating quality e-Learning in a rapid timeframe without busting the bank. You'll see examples of incoming content received from clients, discuss the approach to rapid design, and talk about some of the specific strategies you can use to maximize engagement with minimal investment. In this session, you will learn:How to apply simple instructional strategies to spice up your learning design Techniques for rapid instructional design
- So what are some ways to focus attention and minimize distractions in what is inherently a passive experience (elearning)
- Get the learner to sit up – make them DO something right away. Get straight into the action. Ask questions – this focuses the learner’s attention on what they don’t know – and presumably what you’re going to cover in the programFind the killer fact, stat, or quoteLead with a killer mistakeSome mistakes make such an impact on business performance that it’s worth highlighting them upfront to the learner. For example: “Did you know that 40% of our customers go elsewhere for services they would happily buy from us if they know we offered them?”
- Ask provocative questions – turn things around in a surprising way. Rattle expectations a bit…Learn from the marketing team – strong visuals and text to hook the learner emotionally.ink to application share...http://www.kineo.com/showcase/file.php/30/age/index.htmlAs a first screen, it’s a very good attention grabber...Ask provocotavie questions.
- We’ve all been handed a lengthy PPT or dry source content to start from.
- What We DidA demo...Wish you were here...about the vacation policy – the surprise is that if you don’t go on holiday, it suggests you’re up to no good. They want you to take vacations so they engatge you upfront.This also shows you what can go wrong – what happens when you don’t follow the policy? Peer pressure – everyone’s doing – these success stories show how people who’ve mastered this learning are now benefiting from it.(Some clients have told us, “people are bored with that risk thing – we see it in all of the compliance courses…” The peer pressure approach can be a good alternative. Or perhaps the utopian ideal if we all learn this…e.g. BIW scenario “In the ideal workplace…”)Tell a story – show the risk (Michael Allen’s famous plane crash example, which has now entered into the annals of eLearning legend. Who’s heard of it? Who’s actually seen the presentation? Who’s actually seen that eLearning?Can I show this demo – or just screen capture? (I could mask the screen capture...)all my points made at the elearning guild still stand though - got good reactions when they put it in front of target audience as a potential approach.[5:29:25 PM] Stephen Walsh: and the HR dept were nervous about the approach etc.
- Most learners click NEXT on this slide.
- BP continuous improvement – unconventional way of setting out what the module is about – AD and messages working together, it’s about a journey to improvement
- Set direction via a menu. By using really clear wording – take it in, etc. The menu sets the direction for the whole program.
- Effective menus to tell you where you’re going...
- Get war stories from your best peopleGet true stories from your newer people (they still know what they didn’t know)You don’t need fancy equipment We recorded this with skype + audacity – both free UFI_ask the expert.swfWhen you click on these you just hear short audio – no moving video or flipping stills.Sometimes these are video – sometimes just audio with stills. (think flip video camera – even an iPod Nano/or iPhone now has video)
- Do an .flv/.swf…Video and audio where it countsGuerilla approaches to shooting and audioFlip video for secret shopperSkype for expert interviews
- file:///C:/Documents%20and%20Settings/Cammy%20Bean/My%20Documents/Working/kgi10009/build/index.html
- Often final assessments are used for the company to tick a box and not to actually help the learner learn more or actually assess what they’ve learned.Often final tests are MCQs or fill-in-the blank to test basic rote memorization of facts and concepts. It’s hard work to write an assessment that may actually help the learner retain something.After the poll have them type into chat – what’s their main goal as a project manager with including assessments? Are you managing compliance records and need to tick a box? Is it to “prove” that someone sat through the program? Is it to ensure that there was effective knowledge transfer and a change in behavior? Do these types of questions prove a change in behavior?
- Are these the types of questions your courses include?
- Are these the types of questions your courses include?
- Are these the types of questions your courses include?
- Make more mistakes.Find the mistakes that hurt the mostKeep ‘em realPlay it outProvide useful feedback
- Application share: Immerse them in a conextual setting – don’t just quiz them on the ‘facts’ – get them to put it to work.file:///C:/Documents%20and%20Settings/Cammy%20Bean/My%20Documents/Demos/MS%20Cafe/main.swf
- Application shareShow mistakes and what you can learn from them…As part of your initial TNA – find out where people make the most common (or the most painful mistakes) – make that the focale point of your design.
- Make it hard.
- This was the original content we got from them...
- This was the original content we got from them...
- Instead, why not this?See the difference?
- Let’s look at each in turn…
- Less is more!
- Less is more!
- Point about not being patronising
- People expect to be bored by e-learning – let’s show them it doesn’t have to be like that.Just the right side of sassy
- Keep it light.
- Keep it light.
- Let’s look at each in turn…
- Define the design and development process so the SME knows their role and how they fit in. The key to success in the SME relationship is getting them to understand clearly their role and what they are expected to do. SME’s most common complaint about participation in eLearning projects is that it takes far longer than they were told it would. If you start by describing the process and how they’ll fit in, the expectations are set to the proper level…
- For example, is the aim of your visuals to grab attention? Or perhaps you want to use the visuals to tip a common idea on its head by using a recognisable image and altering it in some way or using it out of context.
- Perhaps you want to use the visuals to tell a story, with text or without.Understanding when a visual is relevant? Is it a diagram that supports a workflow? (Note – these might be better for the novice than an expert who already has his/her own mental model of that work flow).Sometimes a picture can add emotional oomph – that has validity.
- When designing your e-learning, think about the purpose of the graphics, as well as the purpose of your whole screen.In this screen, you might say that the coffee cup isn’t completely relevant, but think about the emotional connection and intimacy you’re creating with a topic.
- Make graphics earn their placeComplement text, don’t fight itIn this example, the visual is interactive – so it not only earns it’s place but is essential!
- Keep it relevant. Remember – use graphics that support the instructional.
- Define the design and development process so the SME knows their role and how they fit in. The key to success in the SME relationship is getting them to understand clearly their role and what they are expected to do. SME’s most common complaint about participation in eLearning projects is that it takes far longer than they were told it would. If you start by describing the process and how they’ll fit in, the expectations are set to the proper level…
- What’s the final call to action – Call to action and don’t let gowhat was the point of the whole thing in the first place. What do you need to go out and do.
- They’re coming to get you…Take the Call to Action and make it personal. In this case, a real-live manager will follow up with the learner…
- More call to actions...with specific links to take the experience beyond the eLearning event...”beyond the course”
- Using survey monkey to get calls to action
- Space it out – create a campaign of events – emails, links, etc. – over a sustained period of time. Gentle nudges, short sharp eLearning bits to keep the concepts alive.
- Space it out – create a campaign of events – emails, links, etc. – over a sustained period of time. Gentle nudges, short sharp eLearning bits to keep the concepts alive.
- Define the design and development process so the SME knows their role and how they fit in. The key to success in the SME relationship is getting them to understand clearly their role and what they are expected to do. SME’s most common complaint about participation in eLearning projects is that it takes far longer than they were told it would. If you start by describing the process and how they’ll fit in, the expectations are set to the proper level…
- Define the design and development process so the SME knows their role and how they fit in. The key to success in the SME relationship is getting them to understand clearly their role and what they are expected to do. SME’s most common complaint about participation in eLearning projects is that it takes far longer than they were told it would. If you start by describing the process and how they’ll fit in, the expectations are set to the proper level…
- Define the design and development process so the SME knows their role and how they fit in. The key to success in the SME relationship is getting them to understand clearly their role and what they are expected to do. SME’s most common complaint about participation in eLearning projects is that it takes far longer than they were told it would. If you start by describing the process and how they’ll fit in, the expectations are set to the proper level…
- Define the design and development process so the SME knows their role and how they fit in. The key to success in the SME relationship is getting them to understand clearly their role and what they are expected to do. SME’s most common complaint about participation in eLearning projects is that it takes far longer than they were told it would. If you start by describing the process and how they’ll fit in, the expectations are set to the proper level…
- Define the design and development process so the SME knows their role and how they fit in. The key to success in the SME relationship is getting them to understand clearly their role and what they are expected to do. SME’s most common complaint about participation in eLearning projects is that it takes far longer than they were told it would. If you start by describing the process and how they’ll fit in, the expectations are set to the proper level…
- Space it out – create a campaign of events – emails, links, etc. – over a sustained period of time. Gentle nudges, short sharp eLearning bits to keep the concepts alive.
- http://www.kineo.com/elearning-reports/free-guide-10-ways-to-yawn-proof-your-e-learning.html
- http://www.linkedin.com/groups?gid=3724233&trk=hb_side_g
- Contact us!