- Story (again with the story!) & emotion
- Avoid information dump
- Action not info
She then walked us through her process which she calls action mapping. It involves four steps, which basically are:
- Identify goal of the course
- Identify actions to achieve goal
- Design activities that put actions into practice
- Identify the least info ("What people really, really need to know).
Some tidbits from the session:
- Create questions that test synthesis, not retention.
- Rather then teach a bunch of info, put the info in a job and teach how to use the job aid.
- There are two kinds of job aid: Planners (used before the task) and Sidekicks (used after the task).
- Avoid verbs that happen in the head (for learning objectives)
- Create activities that test if the learner can use the information, not if they know the information
- How will you know if the course has succeeded (i.e. met business objective).
- Action mapping slide deck on SlideShare
- Cathy's great blog. Subscribe to it!
- Also, check out Cathy's awesome deck on fighting coporate drone in elearning.
Dan Rollins - Allianz
Brian McFarlin - Univeristy of Houston
Eric Berg - LINGOs
Interesting talks from these gentleman about how they have incorporated Articulate tools into their very different work environments. Interesting but not terribly useful. I found them a bit too specific to their own circumstance and the talks too general and high level to be of much use. One very interesting tidbit from Brian though:
Now my understanding of the conventional wisdom about the GenY population entering the workforce is that they are all digital natives and therefore they are primed and ready to go with elearning. They don't have the mental barriers that Boomers or GenXers might have. But Brain's take on it went like this: the school had been pushing professors to put portions of their course on line, but these folks had no idea how to do that and were very skeptical online learning anyway. So they'd take a transcript of their lecture, turn it into .pdf, put it online and call it elearning. When Brian came along and tried to do an actual blended approach with real elearning tools, these GenY students were very resistant to the idea at first, because they already had exposure to 'elearning' and it had been lame. I know it's always tricky to talk in generalities about any group, and probably every college is having a slightly different experience with elearning, but I still found it fascinating that this one anecdotal experience bucks the established stereotype. The poplulation that we are expecting to be wide open, could very well have a subpopulation that is already biased against.
End of part 2