Designing Learning Sunday # 7 - Info, Activities, and Engagement

Welcome back to Designing Learning Sunday! The weekly blog that takes an everyday approach to instructional design, and learning and development, then break it down into easy to understand chunks.

This week is Designing Learning Sunday # 7 – Info, Activities, and Engagement. I am Instructor Dave, and I am your tour guide of a sort. Let’s review what we have talked about so far. In the previous weeks, we have begun our journey into instructional design by talking about a few of the foundational topics that are listed below.

DLS Blog 1 – Is This Training Or Coaching?

DLS Blog 2 – Needs-Based Assessment?!

DLS Blog 3 – The Design Document

DLS Blog 4 – Choosing a Delivery Method

DLS Blog 5 – The Learning Objective

DLS Blog 6 – The Storyboard

Last time we talked about creating a Storyboard. It has been a few weeks, so let's pick up with a big one today. This week we will be discussing Info, Activities, and Engagement as part of our designing learning process.

Let’s break those terms down, as they relate to what we are trying to do (there is that question again, gotta love it). Info – relates to any specific information that you are expecting your learners to obtain or “take-away” from the learning. This is not only related to information and knowledge, but it can apply to skills and demonstratable behavior.

Activities – Any activity where the learners are gaining, practicing, demonstrating, replicating, enhancing, or reinforcing their learning. Those are a lot of descriptive terms to describe what the activity is supposed to do, but what I would like to you take away from this is that the activities you include need to be appropriate to the learning, and the job or skill that the learner will be gaining.

Engagement – Actions taken as part of the course design, or instructional delivery that promote interaction with the course material. Having content or training that is engaging will result in your learners retaining, remembering, and recalling what they have learned.

As with all of the concepts we introduce, we have to take a moment and talk about why this is important. Take a look at this graphic.

Information, activities, and engagement all work together to create a learning experience for our learners. It is a careful balancing act to ensure that we are not only designing and including the correct amounts of each but that we are choosing the most appropriate of each in our instruction.

If we provide too much information, we run the risk of no time for activities, and our learners disengaging because they are bored or they are overloaded. If the activities are too many, our learners may not be able to complete them, or if they are not relevant to the learning, our learners may disengage from the learning. If we do not consider engagement, our learners may not feel compelled to interact or retain the information covered. See? A balancing act. Let’s go deeper into it.

Information that we provide in our training regardless of how it is communicated must be concise, to the point, and explain everything that we intended. There is not a “single right way” to share our information with our learners, but a variety of “methodologies” that can be used to support our instruction. For example, the information in the course can be shared in the following ways;

Lecture – This is the most common method of sharing information among large groups. Usually involves an instructor/facilitator/trainer speaking to a group and sharing the information (similar to what you experience in school), often including visuals like a ppt slide deck. Lectures are one-way information transfer and result in low activity and engagement. Another term for a lecture is an “information dump”, where the speaker just dumps information on you.

Elearning/CBT – Information transferred from course material to learner electronically through computer-based training (CBT), or found through online resources. As we’ve mentioned earlier with previous eLearning discussions, this method of information transfer is gaining in popularity and usage. Courses that are created for eLearning can be informative, include supplemental activities, and can even be mildly engaging, but lack in-person engagement.

Virtual Learning/Webinar – This is the only mainstay when it comes to online learning. Previously, learners would sign up for a webinar, listen to the speaker, and view their slides as presented on screen. This allows the speaker to hit a wide audience at once, and have the session recorded for future use. This can be quite effective for some topics, however, there is little activity and very little engagement to be found in most webinars, simply due to the medium used and the fact that you are not physically there with the instructor or other participants.

Reference documents – Reference documents are the supporting documents for your information. They come in a wide variety of media. They can be PPT slides; printed or digital handouts; online resources like a blog, webpage, reference bank, and email. Essentially, reference documents are any document that supports learning and are a static, one-way information transfer.

Discussion – Okay. Several people mistakenly confuse lectures and discussions as the same action. As we stated earlier lectures are the instructor/facilitator/trainer speaking to people, one-way communication. A discussion is a two-way information transfer, where the instructor/facilitator/trainer is not only speaking to their learners, but the learners are actively engaged and participating in the conversation. Highly effective for sharing information, answering questions, and changing behavior. Discussion can be considered as both information sharing, activity, and engaging because all three activities are involved when having a discussion.

Mentoring – With the aforementioned information-sharing methods being geared toward a group or an individual activity that is based on documented learning, mentoring relies on the knowledge, skills, and abilities of an individual that are then shared with another person in a one on one format. Primarily occurring as a one on one activity, mentoring can be a highly effective experience for those involved. When considered as part of our information sharing, mentoring falls into one of two categories;

• Job Shadow – Learning basic skills by receiving job information as one on one and then emulating those skills. For example, when you are in a restaurant where you see the new server shadowing behind the seasoned employee, that is job shadowing and a very common method of training within the service industry.

• One on One Coaching – Performance-based coaching and professional development often occurs through mentoring. This includes policy reminders when delivering corrective action, and the opposite, it creates the framework for individual professional development when enhancing and developing a needed skillset through a mentor's tutelage.

So, there are a few of the variety of ways that we can share information. As you design your learning, choose a method that most supports what your learners are trying to do;

If your learners will need information that can be accessed quickly, consider an online resource, or a printed document.

If your learners need to be updated on a newly added policy, consider sending it via email, or create an e-learning course for them to complete.

If there is a job impacting process that everyone needs to know and get the information at the same time, consider a discussion.

Choose a method to share your information that best supports what your learners are trying to do.

In support of the information that your learners are supposed to “learn”, consider adding an activity to reinforce their learning. Activities (like most everything in L&D) come in many shapes and forms and can be nearly anything. Our mantra (again, like most everything in L&D) when considering Info, Activities, and Engagement, is to make sure that everything we are adding or considering supports the learning, and does not distract or take away from it.

In our previous weeks, we have been discussing our request for customer service soft skills training. What kind of activity would best support this learning?

Well, the learning we design would include a lecture with visuals, a discussion to answer questions, and a supporting activity. In this case, our supporting activity would need to be something that best aligns with and supports practicing those customer service skills. We have a couple of options to consider as the best way to support the learning and give the learners a chance to practice what they have learned.

The most common activities that are called on for this would be, for example;

A teach-back – Teach backs are by and large some of my favorite activities. Teach backs to encourage the learners to do exactly as the name implies, they teach a topic or concept back to the group as a whole. I have teach-back activities for daily review, content review, and new topic research. It begins with assigning a topic to the individual or group (a group with clearly defined roles, we’ll get into that in the next blog series), providing them with materials, and resources to find the information they need. Then, setting a time limit on the activity, “You have 25 minutes to research and document, and then 5 minutes to present”. After the group presents their findings, ask the group if there was anything else that they could have added, or may have missed. Then ask the other participants. This not only creates more discussion, and the learners are all sharing information, but they are engaged in the learning process and this will impact their performance in a positive way. Some people are not fans of this type of activity, but I have always had success with it.

A handout/worksheet – We have all completed handouts and worksheets before (think math or English class with written and visual problems to solve). Whether it was in school or university, handouts and worksheets are a great activity for an individual to complete working alone. Handouts and worksheets can contain activities and information that aid in research, provide step by step instructions to follow to complete a task, or include written and visual problems that the learner needs to complete. Handouts and worksheets can be physical or digital, but should always include clear objectives, instructions, and an area for the learner to take notes as needed. Handouts and worksheets should not be the only activity relied upon to support the learning, the handouts and worksheets have a built-in flaw, one that is often overlooked… The information on the handouts and worksheets was only accurate at the time it was printed or published. Handouts and worksheets may not contain the most current or up to date information, so this is something to always consider when designing your learning. Yet, even with their flaws, handouts and worksheets are great resources for learners to refer back to as a group, class, or individually for a reminder of topics covered.

e-Learning – e-Learning activities are more popular now than ever, and depending on the skill of the designer, they can be quite informative and engaging by providing the learners with several ways to interact with their learning material. As a supplement to the learning material, e-Learning courses are a great way to have short informative, and engaging content. Several companies use eLearning as their vehicle for company compliance courses, updates, and new product information. They allow for the learner to complete the material at their own pace, and are accessible virtually anywhere, at any time. When considering e-Learning as an activity, be mindful of how much information is in the course or module, as well as how long it is going to take the learner to complete it. While chaulked full of information, and containing various methods of engagement, e-Learning does not always allow for the asking of questions in real-time, unless the course is taken on-site with an instructor present. And lengthy e-Learning courses can be tiresome and boring for the learners. While there is a heavy push to have the most learning done online these days, individual engagement is often overlooked in favor of on-demand learning. Don’t overburden your learners with excessive online learning.

Role-Playing/Skills Practice – This is exactly as it implies. This has learners acting in the role of one or another to experience a real-world situation. In our example of the customer service soft skills training, role-playing would be an ideal activity candidate. Learners would be provided with scenarios/situations to resolve with one acting as the customer and another acting as the representative. While not always beneficial when learners are left unattended, role-playing is effective when the activity is well planned, and proper expectations are set with the learners regarding what their take-away is supposed to be. I once heard role-playing referred to as “Skills Practice”, or “Real-Playing”, because the learners were getting to experience real situations in a closed, and safe environment. When including role-playing, or whatever your organization chooses to call it, have a clearly defined role for your learners, and try to plan this out as much as possible. Most importantly, debrief with the learners at the end of the activity to discuss their take-away’s and challenges with the activity.

Group Activities (i.e., Jigsaw Activity) – Not everyone likes group activities. I get it. I don’t care. Group activities are fantastic. Those who have had a negative experience with them and don’t like them, have not had proper expectations, roles, and goals set for the experience. Group activities allow for collaborative learning, sharing of experiences, sharing of resources, and require participation from all those involved. One of the activities I like to use is called a jigsaw activity. This is best used in large groups. For example, let's say there are four tables of four in our area, for sixteen people in total. And, we also have 4 topics to cover. 4 tables 4 people at each table 16 people in total 4 topics to cover I would begin by assigning each participant a number 1 – 4 (you can sort your people however you choose). Next, I would have all of the learners sort themselves into their numerical group and then assign each group a topic, and a time frame of 20 minutes (or whatever you choose). At the end of that time limit, each group would return to their original group/table and share what they have learned in their groups. The goal is for each group to have someone speak about everything they learned, so instead of a group teaching back, an individual teaches back to their smaller group, with everyone participating. “Pieces going out, and pieces coming back, like a puzzle”.

When appropriate, one of the other group activities I use is called “Charting”. Learners are sorted into groups (however you choose), and each is given easel paper or poster paper, etc, and given a topic. Similar to the teach-back, once each group is given their topic, they are given a smaller window to complete their research and charting. When the time has elapsed, the groups rotate to the next station and add to the chart. Once each group has had a chance to visit every group, they return to their own, and then as a collective, review the charts one at a time.

There are an absolute ton of group activities to select from, so as always, be sure to choose one that supports your learning and applies to what your learners are going to be doing. Do not pick an activity if it is not relevant to your learning.

Engagement is the most challenging thing to measure when it comes to designing your learning.

When you think about learner engagement, think about this question;

“Will they be interested, participating, and invested?”

Yes? No? Unsure? We want all of the learning we design and deliver to be engaging so that our learners are participating and hopefully invested in their learning.

Engagement is created when our content is interesting (not just to us), encourages participation (learner involvement), and promotes investment (the content is relevant to their job role/skill being learned).

Preplanning engagement in our course design can be a challenge at the best of times, and downright difficult at the worst of times.

When designing lectures and discussions, keep them interesting and include the learners in the conversation. This is accomplished by including relevant stories and anecdotes, asking questions, calling on your learners, encouraging them to answer their questions, etc. (we will go into this portion in greater detail in the next blog series).

Designing e-Learning to be engaging is a challenge in itself. Consider the relevant aesthetics, pacing, and visuals as part of your engagement. Just like with PPT slides, if it is nothing but “death by Powerpoint”, your learners are likely to disconnect. So stay away from overly complicated slides and visuals, try to keep it to one statement, or relevant point per page/slide.

If you are using narration, use a narrator that has an upbeat voice. My voice is lower and becomes more gravelly as I speak, so it is challenging for me to narrate in a lively and upbeat manner. However, this does not mean that your voiceovers should be over the top with emotion. If you are looking for narration examples, watch a few commercials during prime time hours on television. They will provide you with the example you need.

Aside from visuals and voice work, when designing your e-learning and considering engagement, think about how your learners will interact with your course. Will they just be reading through it and click next to get to the end? If possible, include a video or activity or two. Quizzes are a great gatekeeping method that requires your learners to answer questions based on what they have learned from the course.

Depending on the skill of the designer and the software used other methods of engagement can be built into your e-Learning course. For example; graphic sliders, drag and drops, labeled graphics, and branching interactions, are some of the engagement activities that can be built into e-learning. Take a look at this example “A SIMPLE CAMPERVAN”

Learning engagement is just as important as the content being covered. If your learners are not in it, then you are wasting your time and theirs. And time is money. When adding engagement to your learning material that is being taught through an instructor/facilitator/trainer, understand that they have their skillset, and engagement practices and they will be responsible for building and maintaining the learning engagement with their audience (learners). Bottom line, try not to make boring training material, and if it is a boring subject matter, include different ways for the learners to interact with the learning material.

Whew! That was quite a bit of information to go through. So, let's take a look at that graphic again.

Information supplied, activities used, and learning engagement goes hand in hand, and feed into one another. As we have said multiple times, everything we do must support the learning material and the learning objective.

When designing your learning, choose the most appropriate method of delivery, one that is appropriate for the subject matter. Include information, resources, and activities that support the subject matter and apply to what is being learned. And finally, include your learners in their learning by involving them in the learning process. Build-in opportunities for your learners to interact with the learning material, either through activities, discussion, or skills practice. You can do this.

We have included document examples for handouts/worksheets and linked the e-Learning examples from earlier. Next time we will talk about Supporting Documents, and how they can add additional value to the learning experience for your learners. Please reach out if you have any questions, and always be learning! - Instructor Dave #crossroadlearning #desinginglearningsunday #dls7 #infoactivitiesengagement #education #land #blog #dlsblog #instructionaldesign #madeeasy #visualreference #learnerengagement

Labeled Graphic Example (click here) Branching Interaction Example (click here) e-Learning Course Example "A Simple Campervan" (click here)

DLS-Handout.Worksheet.pdf

Download PDF • 102KB