How to really involve learners

Creating an online course? I’ll bet the autopilot in your brain is saying this: “First, present the basic concepts. Next, tell them the details. Then, show them what to do. Finally, have them do it.”

Pull the plug on that autopilot and consider doing this instead.

  1. Create a challenging, realistic practice activity (not a knowledge check). The activity asks people to make the same decision that they need to make on the job. It’s probably a scenario.
  2. Identify the minimum that people need to know to complete that activity.
  3. Make that information available as an optional link in the activity. Let people pull the information when they need it.
  4. Plunge people into that activity with no presentation beforehand.
  5. Once people make their choice, consider showing the necessary information in the feedback. First show the consequence of the choice (continue the story). Then show the information that the learner should have looked at. This will satisfy the stakeholder who says, “But they all have to be exposed to the information!” Here’s a basic example.
  6. Repeat as needed.

The result is a stream of activities in which learners pull the information they need. It’s not a presentation occasionally interrupted by an activity.

Aim for a stream of activities

Use scaffolding to ease them into the challenge

With careful design, this approach works with all types of information, including basic concepts, mental models, step-by-step procedures, and detailed product specifications. The trick is to start with an easy-ish but still interesting activity and increase the challenge.

For example, if you want people practice a procedure that requires some tricky judgment calls, your optional information could include the procedure itself, tips on how to complete each step, and worked examples of the trickier steps, such as showing what a fictional person thought as they made their decisions for that step.

However, you don’t dump all this information on people at once. The information available depends on the step that the learner is completing. Your first activity could have them complete an easier step with just the procedure document and some tips, and as the activities progress, the decisions become harder and the optional help focuses on the trickier steps, with worked examples.

Make sure you say clearly and often that no one is tracking what people click. Encourage them to try all sorts of options to see what happens.

This online chapter from Douglas Fisher and Nancy Frey’s book Guided Instruction gives a helpful overview of the technique, although the classroom example at the end isn’t the type of scaffolding that I’m describing.

Use the real-world job aid

If people can look at a reference on the job, have them use the same reference in your practice activities. Their learning is more likely to transfer to the job, and you save yourself the hassle of recreating the job aid.

If people need to memorize some information, ask yourself, “If they apply the information in several activities, will they end up memorizing it?” If the answer is “no,” this is probably the only argument for drills that I’ll ever make: You might link to a gamelike drill to get the information into their memory, and be sure to provide spaced practice.

Give them spaced practice

Instead of packaging all the activities as a take-it-and-forget-it course, consider delivering them spaced over time, such as one activity every few days. Research shows we learn better when we practice over time.

You can space your activities because each activity is self-contained — it links to the information needed to complete it, rather than being embedded in the middle of a presentation.

If you’ve made the activities get progressively more complex, you’ll want to maintain their sequence during the spacing. Consider ending the sequence with a live discussion to help people synthesize what they’ve learned.

Calendar showing spaced practice and discussion

Another option is to make the activities available for people to try whenever they want, probably with a recommended order of completion.

You will be a hero

Letting people pull the information they need has these happy results:

  • They’re grateful that you respect them as adults with life experience, instead of assuming they’re all equally ignorant.
  • You help them develop a motivating sense of mastery.
  • No one will have to sit through information that they don’t need. The only people who will look at the information will be the ones who need to see it.
  • Research into productive failure suggests people learn better when they struggle a bit, which is why we should jettison the genies and let people think for themselves.

You’ll find several more reasons in this post.

“Turn this information into a course” is not your job

Finally, you’re designing activities because you analyzed the performance problem and saw that practice will help.

If you involved your stakeholders in this analysis (as you should!), they’ll no longer obsess over presenting and testing knowledge. Instead, they’ll commit to changing what people do.

I write about this a lot because it goes against “the way we’ve always done it,” which still dominates our field. Here’s a walkthrough showing how to do this in more detail for people who diagnose squealing widgets. This example shows how you might do this for soft skills. If you’re doing technical training, focus on what they need to do. Finally, here’s an interactive workflow of the entire process.


Scenario design course starts in May

For a lot more on helping people learn through scenarios, consider signing up for my scenario design course, which starts in May. The sessions include one in an Australia-friendly time zone.

Share
Tweet about this on TwitterShare on LinkedInEmail this to someone

Comments

  1. Hi Cathy
    Are you offering an online course? Please provide the details

  2. Preach on, sister!
    Your posts are always great affirmations and reminders. Thank you!
    One area that I find it hardest to design scenario-based learning is for imparting the facts and figures clients demand be included with their onboarding curriculum – stuff that isn’t critical to their on-the-job behaviours but that could be arguably valuable for the learner to readily integrate into the cultural lexicon of a company.
    I usually try to get through that stuff as quickly as I can with the most compelling, cheeky and enthusiastic facilitated presentation I can muster in order to get to the behaviours the client is after.
    How do you handle this kind of ultra-dry awareness information?
    Or rather, how do you design onboarding training?
    Thank you for your time and mentorship.
    – Joel

    • Hi Joel, I agree with Yvette that if the information really will help them adjust to the company, it could be linked in a scenario as described above, because the employee would need that information to make a decision, even if it’s a trivial-seeming social decision.

      It might help to remind the client that training is designed to change what people do, so any information that they insist on including should support something that a person actually does, preferably sooner rather than “maybe some day.” In the case of onboarding, we might want them to:

      – Don’t quit immediately (in other words, embrace the culture, feel like part of the team)
      – Choose your health plan or other benefits before the deadline
      – Don’t pester your coworkers with lots of basic questions–use the info on the intranet
      – Commit to following our rules
      – Take advantage of the training and other improvement opportunities we offer
      – Represent our company well when you’re not at work

      If the facts & figures support behaviors like that, then they could be linked to practice activities.

      For example, if the client wants their employees to be good representatives of the company when they’re not working, the employees could conceivably need to have some facts in their heads when their beer-drinking buddy says, “Hey, didn’t your new employer just open a branch in Cambodia or some place like that? You know, where there’s a lot of child labor?”

      Or if it’s knowledge that’s intended to make the employee “fit in” with the company, then it could come up during a decision, like, “Should I go to the X meeting? Does it affect my job? They didn’t put me on the required list but they say it’s open for everyone.”

  3. Wouldn’t corporate training and PD have amazing impact if we could get all trainers/educators/instructional designers to use this method??? I teach corporate trainers this method and, at first, they find it a bit confronting but once they have worked with the end deliverable, they’re on board. Needs analysis are still sadly overlooked in most organisations, but we continue to advocate. Thank you for spreading your method in such a simple and compelling way.
    Joel – for induction training I still use scenarios or case studies. Go back to the WHY. Why might this information be useful or why is it included and build a realistic scenario about that. If there is no why and you can’t think of how the information might make be useful or contextualised – perhaps it shouldn’t be there. Cheeky is ALWAYS necessary. Thank you Cathy.

  4. Andreas Apostolopoulos says:

    Hi Cathy,

    I’d like to ask when your book “Map It: The hands-on guide to strategic training design.” will be published.

    Thank you
    Andreas

Speak Your Mind

*

Scenario design online course

Learn more