Becoming a Learning Experience Designer

Editor's Notes

1. 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.
2. 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?
3. 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.
4. 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.
5. 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
6. 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.
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8. Focus on Results Learner Centered Experience Rules Content is a Supporting Player Feedback is Key Situated Learning Technology Enabled Iterative Design
9. (Make iterative) Conduct Expert Analysis Design Experience Map Develop Learning Experiences Prepare Context Implement with Technology Perform Analytics Goals/Proficiencies Situations Experience Map Learning Experiences Experience Guidance Feedback/Reflection Content User Experience Context Delivery- technology Analytics
10. (Make iterative) Conduct Expert Analysis Design Experience Map Develop Learning Experiences Prepare Context Implement with Technology Perform Analytics Goals/Proficiencies Situations Experience Map Learning Experiences Experience Guidance Feedback/Reflection Content User Experience Context Delivery- technology Analytics
11. 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.
12. 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.
13. 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.
14. 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
15. Goals/Proficiencies Situations Experience Map Learning Experiences Experience Guidance Feedback/Reflection Content User Experience Context Delivery- technology Analytics
16. Structure refers how to organize the learning experiences. Sequence according to some organizing principle –most commonly… Simple to Complex Job/Task Process
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18. 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. .
19. 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.
20. 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)
21. (Make iterative) Conduct Expert Analysis Design Experience Map Develop Learning Experiences Prepare Context Implement with Technology Perform Analytics Goals/Proficiencies Situations Experience Map Learning Experiences Experience Guidance Feedback/Reflection Content User Experience Context Delivery- technology Analytics
22. 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.
23.  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?
24. 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.
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27. 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.
28. Experience + Reflection = Learning Feedback enables reflection Targeted, specific feedback Types: Coaching Peer Self Automated (i.e., in simulations)
29. Short Interactions Targeted Feedback Mobile Tech Enabled Coaching Support Coaching Network
30. No only has it inprove results… It actualy imporved th relatoinshos wbetee that manager and empoyss.
31. (Make iterative) Conduct Expert Analysis Design Experience Map Develop Learning Experiences Prepare Context Implement with Technology Perform Analytics Goals/Proficiencies Situations Experience Map Learning Experiences Experience Guidance Feedback/Reflection Content User Experience Context Delivery- technology Analytics
32. (Make iterative) Conduct Expert Analysis Design Experience Map Develop Learning Experiences Prepare Context Implement with Technology Perform Analytics Goals/Proficiencies Situations Experience Map Learning Experiences Experience Guidance Feedback/Reflection Content User Experience Context Delivery- technology Analytics
33. (Make iterative) Conduct Expert Analysis Design Experience Map Develop Learning Experiences Prepare Context Implement with Technology Perform Analytics Goals/Proficiencies Situations Experience Map Learning Experiences Experience Guidance Feedback/Reflection Content User Experience Context Delivery- technology Analytics
34. Do you think this makes sense for learning in your situations? Do any of you do anything like this?
35. 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