google instructional design workshop€¦ · learn a method of inquiry requires real-world practice...

MASTERCLASS INSTRUCTIONAL DESIGN WORKSHOP

Julie Dirksen, Usable Learning

Noveumber 11, 2018

INTRODUCTIONS

Introduce yourself:

1. Who are you?

2. What are your goals for this workshop?

WHAT BROUGHT YOU HERE TODAY?

GIMME SOME LEARNING OBJECTIVES

What is something you are

working on?

IDENTIFYING GAPS

TYPES OF GAPS

GAP ANALYSIS MODEL

▪ Acquisition of Information (or access and retrieval of information)

▪ Procedure

▪ Skill development

▪ Habit formation

▪ Motivation/Affect

▪ Environment

INFORMATION GAPS

Not having the right information is like not having the right equipment.

PROCEDURAL GAPS

Step-by-step, well-defined problems

SKILL GAPS

Is it reasonable to think that

someone can be proficient without

practice?

Ask one question:

SKILL / NOT A SKILL

MOTIVATION/ATTITUDE GAPS

I know, but…

HABIT GAPS

ENVIRONMENT GAPS

SOLVE THE RIGHT PROBLEM

Knowledge

Procedures

Skills

Habit

Motivation

Environment

We usually design

for these…

…but we need to

think about these

too.

ANALYSIS ACTIVITY▪ Knowledge

▪ Procedure

▪ Skill

▪ Habit

▪ Motivation/Affect

▪ Environment

Determine which gaps apply

to your three learning

objectives

STRATEGIES FOR INFORMATION Memory and retention

COGNITIVE LOAD THEORY (SWELLER)

2 x 4 = 8 The online math

textbook won’t

load and it’s really

annoying!

Intrinsic Germane Extraneous

WHAT INFORMATION STICKS?

UNUSUAL OR SURPRISING / EMOTIONAL REACTION

Stories

People

Images

MEANINGFUL OR RELEVANT / PRIOR EXPERIENCE

!!

Analogies

Stimulate recall of

prior learning

Help relate to needs or

challenges

INTERACT WITH / REPETITION

ART KOHN: 2+2+2

2 days after – a recall question

2 weeks after – an application question

2 months after – an example of use

LONG-TERM MEMORY

IF YOUR BRAIN IS LIKE A CLOSET:

WHAT DOES THE NOVICE CLOSET LOOK LIKE?

HOW DO YOU RECONCILE THIS?

SPACING

FORGETTING CURVES

Source: Wikipedia

CREATING MULTIPLE HOOKS

You need to retrieve this…

WHO CAN NAME THE COUNTRIES IN AFRICA?

INFORMATION EXAMPLE: PRODUCT FEATURES AND BENEFITS

Score: 8/11

Retrieval Practice

On mobile device

Scenario-based

ElearningLive role-play

practice

Refresher emails

with questions, tips

or success stories

Scenario engine: branchtrack.com

Retrieval practice article from Art Kohn

http://www.learningsolutionsmag.com/articles/1423/brain-science-enable-your-brain-to-remember-almost-everything

DESIGN FOR INFORMATION

In your group, discuss strategies for knowledge/information items:

Consider:

• Encoding with:• Unusual or surprising

• Emotional reaction

• Meaningful or relevant

• Previous experience

• Interacted with

• Repetition

Spacing

Refreshing the forgetting curve

STRATEGIES FOR PROCEDURES Practice, practice, practice

PROCEDURES

Learn it

Do it

Try it

MOVING UP THE PATH

Easier, well-

structured

tasks

Harder Ill-

structured

tasks

SCAFFOLDING

Well structured,

supported

experiences

Independent, less

structured

experiences

Also, what’s the

frequency of

use?

PROCEDURAL EXAMPLE: SOFTWARE TRAINING

Score: 8/11

Practice / Testing

Simulation

Elearning Live practice lab Performance

Support

Structure

Push

Autonomy

Pull

DESIGN FOR PROCEDURES

Identify activities for your procedural objectives:

Consider:

How can they get enough practice?

How can they move from structure to autonomy?

How can they get support?

How frequently do they need to use the new procedure?

STRATEGIES FOR SKILLS Practice and feedback

THE MOST OBVIOUS IMPLICATION FOR LEARNING?

Skill: It is not reasonable to think that somebody can be proficient without practice

I CALL THIS THE…

…sports and things-where-you-can-kill-people conundrum:

COMPLEX SKILLS

Substance Abuse

Therapist

Project Management

Budgeting

Six Sigma Statistical

Process Control

SLEEPING, EATING AND BONDING (CHRIS DEDE)

Eating

problems…Sleeping

problems…

Bonding

Problems

Dependence on Context

CYNEFIN (DAVE SNOWDEN)

SIMPLE/OBVIOUS PROBLEMS

Have known solutions

Well-defined problems

Clear relationship between cause and effect

• Procedures

• Compliance

• Straightforward Tasks

SIMPLE/OBVIOUS PROBLEMS

Updating a

Medical

Record

Running hotel

breakfast serviceDaily plant

operations

COMPLICATED PROBLEMS

Have solutions, but often require expertise or analysis to identify.

Expertise is gained through repeated exposure and practice.

Cause and effect can be recognized through expert experience.

• Management

• Analysis

• Expert Performance

COMPLICATED PROBLEMS

Playing Chess Medical Research Business Consulting

MOVING COMPLICATED TO SIMPLE

COMPLEX PROBLEMS

No right answers

Patterns emerge

Cause and effect can only be deduced in retrospect

Changing/unstable circumstances

• Innovation

• Unforeseen events

• Responding to volatility

COMPLEX PROBLEMS

Design

Innovation

Product

Pricing

Executive

Leadership

probe–sense–respond

CHAOTIC PROBLEMS

Cause and effect are unclear

Triage and act to establish order

Try to pull things back to a more stable situation

• Disaster management

• Collapse of a business

CHAOTIC PROBLEMS

act–sense–respond

Disaster

Response

IMPACT ON LEARNING

SIMPLE - IMPLICATIONS FOR LEARNING?

Simple Tasks

▪ Well-suited to elearning self study

▪ Can be tested with recognition-based tasks

▪ Can be evaluated by computer

Click a

theme to

select it.

COMPLICATED - IMPLICATIONS FOR LEARNING?

Complicated Tasks

▪ Require multiple cases/scenarios

▪ Can be tested with performance tasks

▪ Can be evaluated by an expert reviewer

▪ Other possibilities include self-assessment or peer-assessment http://www.rehearsal.com/

SELF ASSESSMENT – ELEARNING EXAMPLE

<user types their response

here>

They just won’t

leave me a

alone. What

should I do?

What should you tell Alex?

Submit

Scenario: Teacher Response to Bullying

Did you (self-assess):

Pay attention

Affirm that it was a good

choice to come talk to you

Something else

Something else

Revise my

answerContinue


They just won’t

leave me a

alone. What

should I do?

I would tell him…


Click an expert teacher to

see what they’d say:


They just won’t

leave me a

alone. What

should I do?

I would first let him know that

he’s safe, and then…

So, I would say…


COMPLEX - IMPLICATIONS FOR LEARNING?

Complex Tasks

▪ Learn a method of inquiry

▪ Requires real-world practice

▪ Online workshop format

http://support.citrixonline.com

COMPLEX – SOCIAL

Social learning for complex problems.

https://jarche.com/2016/04/complexity-and-social-learning/

CHAOTIC – IMPLICATIONS FOR LEARNING?

▪ Practice around managing stress reactions which requires visceral experience

▪ Procedures to triage and bring back order

WE DEVELOP UNCONSCIOUS COMPETENCE

▪ Familiarization

▪ Comprehension

▪ Conscious Effort

▪ Conscious Action

▪ Proficiency

▪ Unconscious Competence

Gloria Gery, Electronic Performance Support Systems

WE DEVELOP UNCONSCIOUS COMPETENCE

Glucose Metabolic Rate after several weeks of Tetris Practice

Haier et al, 1992

WHAT HAPPENS WHEN YOU ARE LEARNING SOMETHING NEW?

WHAT ABOUT WHEN YOU ARE USING SOMETHING YOU ALREADY KNOW?

MOST LEARNING IS STRUCTURED LIKE THIS:

BUT WHAT ABOUT THIS STRUCTURE?

THE FLOW CHANNEL

Ability

Cha

lleng

e

- Flow: The Psychology of Optimal Experience by Mihaly Csikszentmihalyi

PEOPLE TAKE THEIR OWN BREAKS

CYCLES OF EXPERTISE

Learn the

skill

See an

example

Practice a

simple

example

Practice a more

complex

example

Try on your

own

challenge

Practice on

the job

AN EXAMPLE

PROGRESSION

Accuracy – complete the task with 100% accuracy

Speed – practice until desired speed is reached

Integration – integrate with real-world context

PRACTICE STRATEGIES

▪ Small scale (discussion activities, in-lecture activities)

▪ Medium scale (case study activities)

▪ Large scale (workshop, practice by doing)

POSSIBLE STEPS IN SKILL DEVELOPMENT

Examples/Non-examples

Critiquing an Example

Generalizing Principles

Generating Examples

EXAMPLES/NON-EXAMPLES

Sorting Examples

EXAMPLES / NON-EXAMPLES

Is this an example of quid pro quo harassment?

Yes No

Offering to discuss a

promotion opportunityOffering to discuss a

promotion opportunityOffering to discuss a

promotion opportunity

Suggesting that “you make it

worth their while” to raise

your pay



your pay



your pay

Offering to buy someone a

drink at an office happy

hour

EXAMPLES/NON-EXAMPLES

Which is a better value statement for Jeanette’s resume?

I need a fulfilling position that

allows me to grow, and

provides good work/life

balance.

I can offer a dedication to

detail, and a passionate

desire to learn more and

improve to my next

organization.

CRITIQUING AN EXAMPLE

Have participants critique an example Take a look at the following. What does and doesn’t work?

Persona

CRITIQUING AN EXAMPLE

Use the checklist to evaluate the value statement for Jeanette’s resume:

I need a fulfilling position that

allows me to grow, and

provides good work/life

balance.

❑Tied to organizational goals

❑Specific

❑Jargon-free

❑Doesn’t include non-relevant info

❑Distinguishes candidate from others

Submit

GENERALIZING PRINCIPLES

You identified these areas as problems in Carl’s

cover letter. In the forum below, suggest principles

for writing a better cover letter:

GENERALIZE PRINCIPLES

After critiquing examples, have participants generalize guidelines (adjust and add to as needed)

Based on that example, what are the elements of a good persona?

GENERATE EXAMPLES

Have participants create their own examples.

In pairs, you’ll create quick list of persona types for this class.

SKILL EXAMPLE: PROJECT MANAGEMENT – CREATING A BUDGET

Classroom

How to think about

the process of

creating budgets,

practice creating

budgets

Elearning

How to use MS

project to

estimate time

and create

Gantt Charts

Webinar Series

Experience project

managers share

budget case studies

(war stories) – once

a month

Coaching

A structured

coaching plan that a

manager can use.

Pre-work Class After classCoaching and

Mentoring

TIME TO ACQUIRE How long does it take?

EVER TAKEN THE GMAT?

FAST OR SLOW

PACE LAYERING

Stewart Brand, How Buildings Learn

PEOPLE – FAST AND SLOW

FAST OR SLOW?

▪ How to fill out your time sheet

▪ Managing a software development project

▪ Coaching employees

▪ Using Photoshop to crop a picture

▪ Using Photoshop to repair an old photo

▪ Querying a database

▪ Designing a database

▪ Playing chess

WORKING WITH SUBJECT MATTER EXPERTS

▪ Fast, Medium, Slow?

▪ How long did it take you to get good at it?

▪ How did you really learn it?

▪ What made it sink in?

IMPLICATION FOR LEARNING?

Fast Medium Slow

VARIABILITY OF PERFORMANCE How big is the gap between

okay and great?

A TALE OF TWO PROGRAMMERS

Jin

Computer Science Degree

2 years experience

Angie

Self-taught

8 years experience

HOW BIG IS THE DIFFERENCE BETWEEN LEAST AND BEST?

A new competent waitperson Your best waitperson 2x

5x

10x

WHICH DO YOU THINK HAS BIGGER VARIABILITY OF PERFORMANCE?

Assembly line work? Computer programming

IMPLICATIONS FOR LEARNING?

best

ok

better

VARIABILITY OF OUTCOMES How many right answers are

there?

VARIABILITY OF PERFORMANCE

Which has more variability (# of right answers) in correct performance?

Checking blood pressure Designing a website

HOW MANY DIFFERENT RIGHT ANSWERS?

Ways to talk to patients about

managing blood pressure.

Ways to motivate students.


Not:

Instead:

TACIT /EXPLICIT How do they learn it?

TACIT / EXPLICIT

Explicit (Visible)

Tacit (Pattern

Recognition)

• Understanding

cultural differences

• Preventing

accidents in the

workplace

• SOPs for

immunization

• Getting to the

actual Root Cause

of a problem

CHICK SEXING

How do you know if it’s male or female?

PATTERN RECOGNITION

https://medicalxpress.com/news/2017-03-children-autism-facial-difficult.html

ERICSSON - PEAK


TACIT

EXPLICIT

4. ERROR TOLERANCE How much error is acceptable?

ERROR TOLERANCEWhich (usually) has a lower error tolerance?

Checking blood pressureDesigning a website

HOW ABOUT HERE?

Flight attendant drink service trainingFlight attendant safety training


75% 60% 95%

5. FREQUENCY OF USE How often will they use the skill?

x xxx

x xxx

x xxx

x x xx

VARIABLE 5 - HOW FREQUENTLY WILL YOU USE IT?

What is the frequency of use?

Tax information

Making coffee

CPR

Sanitary food handling

Identifying money-laundering

HOW MUCH DO PEOPLE REMEMBER?

FORGETTING CURVES

Source: Wikipedia

GRADUATED INTERVAL RECALL

Anybody ever used a Pimsleur language CD?

Word repetition interval:

1. 5 seconds,

2. 25 seconds,

3. 2 minutes,

4. 10 minutes,

5. 1 hour,

6. 5 hours,

7. 1 day,

8. 5 days,

9. 25 days,

10. 4 months,

11. 2 years

EXAMPLE OF PRACTICE INTERVALS*

Desired Performance Amount of Practice

Familiar 1-2 hands on practice during class

Monthly (or more often) afterwards

Conscious Effort 3-5 hands on practice during class

Weekly or Monthly afterwards

Unconscious Competence

(automatic performance)

5-7+ hands on practice during class

Weekly afterwards with short periods of intense reinforcement

(e.g. Every day for one week)

*Variables including level of prior experience, and number of steps in the procedure to be learning (exceeding

working memory).

WOULD YOU EVER STRUCTURE A BASKETBALL CAMP THIS WAY?

Dribbling

only Passing only

Just free-

throws Guarding

Jumping all

day long

Day 1 Day 2 Day 3 Day 4 Day 5

SO WHY DO WE STRUCTURE SKILLS CURRICULUM LIKE THIS?

Food

Safety

Customer

Service

Managing

Employees

Ordering

and

Inventory

Accounting

and

Financials


SO WHY DO WE STRUCTURE SKILLS CURRICULUM LIKE THIS?

Food

Safety

Customer

Service

Managing

Employees

Ordering

and

Inventory

Accounting

and

Financials


Managing a Shift

Managing a Week

Managing a Quarter

IMPLICATIONS FOR LEARNING?

IMMEDIACY OF ACCESS AND AVAILABILITY OF SUPPORT

How quickly will they need to

use the skill?

HOW IMMEDIATE IS ACCESS?

How immediate is access?

Tax information

Making coffee

CPR



HOW EASILY CAN THEY ACCESS PERFORMANCE SUPPORT?

How immediate is access?

Tax information

Making coffee

CPR



TRAINING FOR FAST FOOD CLERKS:

What is the ability to access performance support materials?

While the store is being robbed? After the robbery is done?

IMPLICATIONS FOR LEARNING

Job Aid!

Immediacy of

Use

Access of

support

materials

SKILL EXAMPLE: PROJECT MANAGEMENT –CREATING A BUDGET

Elearning

How to use MS

project to

estimate time

and create

Gantt Charts

Pre-work

Classroom

Case Studies. How

to think about the

process of creating

budgets, practice

creating budgets

Class

Webinar Series

Experience project

managers share

budget case studies

(war stories) – once

a month

After class

Coaching

A structured

coaching plan that a

manager can use.

Coaching and

Mentoring

DESIGN FOR SKILLSWhat kinds of activities can support skills-based learning?

Consider:

-How is the learner going to get enough practice?

-If it’s a very slow skill, what is the reinforcement over time?

-How variable are the outcomes?

DESIGNING FOR HABITS How is this different?

HABIT GAPS

A habit (or wont) is a routine of

behavior that is repeated

regularly and tends to occur

unconsciously.- Source: Wikipedia

HABIT MAP

Identify the HabitIdentify the

trigger(s)

Increase

Motivation

Decrease

Barriers

Hack the

Environment

Make

Feedback

Visible

TRIGGERS

This is Max.

TRIGGERS IN THE ENVIRONMENT

WHAT ARE THE TRIGGERS?

Posting in the

new internal

forum

Recognizing

and responding

to safety

hazards.

Giving

employees

consistent and

regular

feedback.

INTENT VS ACTION

TETANUS IS

BAD!!!!

High Fear

By the way,

tetanus is bad…

Low FearA map with times

highlighted

Hours open…

x

Leventhal 1965

OR MAKE IT EASIER

Increase Motivation

Lower

Friction

Image adapted from Joshua Porter

TOOLS: HABIT FORMATION

Implementation Intentions:

If X happens, I will do Y.

Gollwitzer, 1999

VISIBLE PROGRESS:

From Perfect Time-Based Productivity by Francis Wade

MAKE THE INVISIBLE VISIBLE

Lester Shen

Center for Energy and the Environment

START SMALL

https://www.youtube.com/watch?v=3iIkOi3srLo

https://www.youtube.com/watch?v=3iIkOi3srLo

THE MOST IMPORTANT THING, THOUGH…

The

feedback

loop!

Practice

Practice

Practice

Practice

Practice

Practice

How is it

being

reinforced?

KEEP THE CYCLES SHORT

Why feedback is like weather prediction

HOW WELL DO YOU THINK THIS WORKS?

I’m going to tell you a

habit, and I’d like to you

do it automatically from

now on…

HABIT EXAMPLE: SAFETY PROCEDURES

People take on

small, very specific,

targeted goals, only

one at a time

The group

decides how to

go about

improving

safety

Mobile app to

record efforts with

feedback and

reinforcement is built

in over time

Participatory

Effort Small goalsFeedback and

Reinforcement

DESIGN FOR HABITS

What activities would support acquiring new habits?

Consider:

-How is the learner participating in their own habit formation?

-How is the learner being reinforced?

-What support do managers and supervisors need to promote beneficial habits?

DESIGN FOR MOTIVATION

IN OUR IDEAL WORLD, BEHAVIOR CHANGE WOULD WORK LIKE THIS:

Oh my goodness! You are

right.

I will never do it again.

Um, you really shouldn’t text

while driving.

It’s dangerous.

I KNOW, BUT…“I know it’s a bad idea, and I never do it (except when I do, and then I feel guilty).”

“I know it’s a bad idea, but I only do it once in a while, and I’m very careful.”

“I know it’s a bad idea for other people, but I can do it because I’m really good at it.”

“Huh? What’s the big deal?”

SO, WHY?

ANSWER: LOGICAL DECISION-MAKING ISN’T LOGICAL

From Jonathan Haidt’s The Happiness Hypothesis

THE RIDER

THE ELEPHANT

SO, WHEN THERE’S A CONFLICT…Who do you think wins?

TELL ME OF YOUR PAIN

What are some of the behaviors you are

hoping to help change?

DEFINING THE BEHAVIORS

What behaviors will support the goal?

MAKE SURE YOU’VE GOT A BEHAVIOR

Which of these are a behavior?

1. Walking for 20 minutes

2. Taking blood pressure medicine daily

3. Losing weight

4. Improving Customer Service

5. Greeting the customer with a smile

THE PHOTO TEST

If your behavior seems vague, ask yourself this question:

If I took a photo or video of it, what would the person be doing?

With 2-3 people near you, pick a challenging behavior that you will work on as a group.

CHOOSE A BEHAVIOR

1. Doesn’t know at all about the behavior

2. Knows about the behavior, but doesn’t understand why it’s important

3. Understands the explanation for why it’s important, but doesn’t believe that explanation

4. Thinks the behavior is worth it, but not a priority at the moment

5. Thinks the behavior is a priority, but doesn’t know how to do it

6. Thinks the behavior is a priority, but thinks it’s too hard in the environment (physical or social) or isn’t confident about their ability to do it

7. Is ready to try, but is having a hard time getting started

8. Has started, but is having trouble staying motivated

9. Is continuing, but isn’t consistent or successful

10. Has been consistent or successful, but is falling off the behavior

WHERE ARE YOUR LEARNERS GETTING STUCK? (MODIFIED FROM STEVENS ET AL)

161Modified from https://www.ucl.ac.uk/behaviour-change/files/conf16-presentations/claire-stevens.pdf

https://www.ucl.ac.uk/behaviour-change/files/conf16-presentations/claire-stevens.pdf

COM-B MODEL

COM-B COMPONENTS

http://www.behaviourchangewheel.com

http://www.behaviourchangewheel.com/

LET’S APPLY THIS:

Physical Capability

Psychological Capability

Physical Opportunity

Social Opportunity

Reflective Motivation

Automatic Motivation

NOW YOU TRY:

Physical Capability

Psychological Capability

Physical Opportunity

Social Opportunity

Reflective Motivation

Automatic Motivation

UCL Theories and Techniques Working Group: 2017 MRC Grant

MECHANISMS

INTERVENTION FUNCTION DEFINITION HEALTH EXAMPLE

EDUCATION Increasing Knowledge or Understanding Providing information to promote healthy eating choices

TRAINING Imparting SkillsAdvanced driver training to increase safe driving

PERSUASION Using Communication to induce positive or negative feelings or stimulate action

Using Imagery to motivate increases in physical activity

INCENTIVIZATION Creating an expectation of rewardUsing prize draws to induce attempts to stop smoking

COERCION Creating an expectation of punishment or

cost

Raising the financial cost to reduce

excessive alcohol consumption

RESTRICTION Using rules to reduce the Opportunity to engage in the target behavior (Or to increase the target behavior by reducing the opportunity to engage in competing behaviors.)

Prohibiting sales of antihistamines to people under 18 to reduce the use for recreational drug creation

ENVIRONMENTAL RESTRUCTURING

Changing the Physical or Social EnvironmentProviding on-screen prompts for GPs to ask about smoking behavior

MODELING Providing an example for people to aspire to

or imitate

Using TV drama scenes involving safe-sex

practices to increase condom use

ENABLEMENT Increasing means/reducing barriers to increase Capability (beyond education and training) or Opportunity (beyond environmental restructuring)

Behavioral support for smoking cessation, medication for cognitive deficits, surgery to reduce obesity, prostheses to promote physical activity.

INTERVENTION FUNCTIONS

BCTS – BEHAVIOR CHANGE TECHNIQUES

BCT Taxonomy App

93 different interventions

COMMON PROBLEMS

Yikes!!!

What are some common

problems that the elephant

struggles with?

SOME COMMON REASONS❑ Lack of feedback (specifically

visible feedback)

❑ Increased effort

❑ Unclear goals

❑ Unlearning

❑ Unawareness of consequences / Bigger picture

❑ Lack of environment or process support

❑ Anxiety/Fear/Discomfort

❑ Lack of confidence

❑ Social Proof

❑ Lack of Autonomy / Ownership

❑ Learned helplessness

❑ Negative Prior Experience

❑ Lack of Identity or Value Alignment

❑ Emotional Arousal

❑ Misaligned incentives

❑ Mistrust or Construal

Available at http://bit.ly/rightthinglist

http://bit.ly/rightthinglist

Specifically visible feedback

LACK OF FEEDBACK

172

If people’s hands turned blue when they

had bacteria on them, we probably

wouldn’t have a hand washing problem.

MAKING IT VISIBLE

173

https://www.youtube.com/watch?v=M8AKTACyiB0

https://www.youtube.com/watch?v=M8AKTACyiB0

MAKING IT VISIBLE:

From Perfect Time-Based Productivity by Francis Wade

VISCERAL EXPERIENCE

http://vhil.stanford.edu/pubs/2011/VHIL-technical-report.pdf

AND IT’S NOT JUST THE AMOUNT OF FEEDBACK…

What’s better? This? Or this?

HYPERBOLIC DISCOUNTING

Image Credit: http://commons.wikimedia.org/wiki/User:Moxfyre

http://commons.wikimedia.org/wiki/User:Moxfyre

and Competing Priorities

INCREASED EFFORT

178

Task

Task

Task

TaskTask

Email

Email

Email

Voicemail

Facebook

Voicemail

Twitter

Messages

UNCLEAR GOALS

What specific behaviors will support the goal?

Improve Customer Service

Give better feedback

Be healthier

UNLEARNING

Familiarization

Comprehension

Conscious Effort

Conscious Action

Proficiency

Unconscious Competence

From Gloria Gery – Electronic Performance Support Systems

When we learn something, we go through:

WE DEVELOP UNCONSCIOUS COMPETENCE (HAIER) Glucose Metabolic Rate after several weeks of Tetris Practice

CHANGE IS HARD

UNAWARENESS OF CONSEQUENCE OR BIGGER PICTURE

183

https://www.youtube.com/watch?v=3Lzsu8SXaWY

LACK OF ENVIRONMENT OR PROCESS SUPPORT

184

BARRIER REDUCTION

Increase Motivation

Lower

Friction


CHANGING THE ENVIRONMENT

“in seven weeks, New York Googlers consumed 3.1 million fewer calories from M&Ms”

Source http://abcnews.go.com/Health/google-diet-search-giant-overhauled-

eating-options-nudge/story?id=18241908

http://abcnews.go.com/Health/google-diet-search-giant-overhauled-eating-options-nudge/story?id=18241908

ANXIETY / FEAR / DISCOMFORT

188

LACK OF CONFIDENCE

189

I can

do it.

Can I

do it?OR

PRACTICING THE BEHAVIOR

Practice is particularly important in emotionally-fraught situations.

Can be necessary for overcoming reluctance or anxiety.

http://www.projectalert.com/resources/posters

SOCIAL PROOF

SHOULD YOU ORDER WINE WITH DINNER?

WE LISTEN TO AUTHORITY FIGURES

SOCIAL NORMING

OPINION LEADERS, TESTIMONIALS, SUCCESS STORIES

LACK OF AUTONOMY OR OWNERSHIP

196

Competence

Relatedness Autonomy

What’s the actual reward?

▪ New skill or ability

▪ Outcomes

▪ Feeling of confidence or mastery

▪ Sense of relatedness

IT CAN BE LITTLE THINGS

197

New Behavior

Let me tell

you why this

is important…

New Behavior

Is this

important?

Why do you

think so?

LEARNED HELPLESSNESS

198

https://en.wikipedia.org/wiki/Learned_helplessness

https://en.wikipedia.org/wiki/Learned_helplessness

NEGATIVE PRIOR EXPERIENCE OR SHAME

Is this how you look when you exercise?

199

Which if these is the slowest and hardest to change?

LACK OF IDENTITY OR VALUE ALIGNMENT

200

CAN YOU ALIGN WITH EXISTING VALUES?

“How do you get people to change their values about the environment?”

201

The campaign is credited with reducing litter on Texas highways roughly 72%

between 1986 and 1990.

The campaign's target market was 18- to 35-year-old males, which was

statistically shown to be the most likely to litter.

EMOTIONAL AROUSAL

Is it an impulse control issue?

202

MAKE IT EASIER: HAVE THE PLAN READY

Implementation Intentions:

If X happens,

I will do Y.

Gollwitzer, 1999

MISALIGNED INCENTIVES

204

Based on a true story:

Can we emphasize the importance of

accuracy in the data entry course?

Because they just don’t seem to care about

entering accurate information.Client

Oh, they are paid by the number

of applications they do per hour.Client

Sure, but can you tell me more about how

they are evaluated and compensated? Me

MISTRUST OR CONSTRUAL

205

DESIGN FOR MOTIVATION

What are some activities that will support participant motivation?

Consider

-How can they see others?

-How can they practice and get comfortable?

-How is the behavior being reinforced over time?

DESIGN FOR ENVIRONMENT

LET ME TELL YOU ABOUT MY FIRST TRAINING JOB...

You know how the stock art of for customer service always shows the rep smiling?

THIS WAS A BIG PART OF THE REASON…

IBM AS/400

7 different systems

(accounting , credit, collections, etc)

IT TOOK A LONG TIME TO LEARN…

Amount of time to get really proficient?

6 months

How long before they were eligible to apply for another job in the company?

Exactly

6 months

WHICH SHOULD WE FIX?

GETTING THINGS DONE

Increase Motivation

Lower Friction


YOU CAN EITHER:

KNOWLEDGE IN THE HEAD VS KNOWLEDGE IN THE WORLD

MAKE IT EASY FOR PEOPLE TO SUCCEED

Don Norman, The Design of Everyday Things

MY FAVORITE JOB AID

TRIGGERS IN THE ENVIRONMENT

GUIDANCE IN THE ENVIRONMENT

MORE GUIDANCE IN THE ENVIRONMENT

The Freedom Trail, Boston

PUTTING GUIDANCE IN THE ENVIRONMENT

Draw a map of your clinic. What could you do to improve the efficiency of safe disposal?

PLANNING ACTIVITIES

ENVIRONMENT AND BEHAVIOR CHANGE

“in seven weeks, New York Googlers consumed 3.1 million fewer calories from M&Ms”




ENVIRONMENT EXAMPLE: CALCULATING MULTIPLE LOAN PAYMENTS

Excel spreadsheet

that would calculate

multiple payments.

System upgrade – to be

able to calculate multiple

payments at once, with

scripted prompts and

responses.

Long term answer

Job aid they can

keep at their desk

Short-term answer

DESIGN FOR ENVIRONMENT

How can you fix the environment rather that the learner?

CREATING THE MAP How should the learning

experience flow?

Preparation Practicing: Getting Feedback

/ Coaching /

Mentoring

Refreshing Developing FurtherResources and Just-

In-Time Support

Learning

MAPPING THE JOURNEY

What goes in each box?

PREPARATION

Pre-assessment

Pre-learning

Priming

Getting people excited

LEARNING

[See activities list]

PRACTICING

During Learning

After Learning

Visceral Experience

FEEDBACK / COACHING / MENTORING

Coaching

Mentoring

Feedback mechanisms

Self-assessment

Peer assessment

RESOURCES OR JUST-IN-TIME SUPPORT

Just-in-time Learning

Performance Support

References and Resources

Process or System Changes

REFRESHING

Reminder Lessons or tasks

Re-certifications

2+2+2

DEVELOPING FURTHER

Options to improve/master skills

Options to learn advanced topics

Preparation Practicing: Getting

Feedback /

Coaching /

Mentoring

Refreshing Developing

Further

Resources and

Just-In-Time

Support

Learning

MAPPING THE JOURNEY

Learning Objective: Learners must be able to properly store vaccines and safe-injection equipment


Feedback /

Coaching /

Mentoring


Further

Resources and

Just-In-Time

Support

Learning

MAPPING THE JOURNEY

Learning Objective: Managers must be able provide appropriate feedback to their direct reports


Feedback /

Coaching /

Mentoring


Further

Resources and

Just-In-Time

Support

Learning

MAPPING THE JOURNEY

Learning Objective: Project managers need to be able to create accurate budgets for small to medium construction projects

QUESTIONS?

Julie Dirksen

[email protected]

Twitter: usablelearning

Design For How People Learn Facebook Group:

https://www.facebook.com/groups/designforhowpeoplelearn/

mailto:[email protected]


EVALUATION Instructional Design Workshop

IF YOU WANTED TO ASSESS THESE?

Gap What would you use?

Information

Procedure

Skill

Motivation

Habit

Environment

EVALUATION OPTIONS

Gap Some Evaluation Options

Information Test

Procedure Test, Performance

Skill Performance, Coaching

Motivation Survey, Focus Group, Observation of Behavior

Habit Observation, Self-assessment

Environment Checklist

PILOT TESTING

Usability Questions:

- Does the flow of the content work?

- Are the instructions for the activities clear?

- Is the timing correct?

- Are the users engaged?

Efficacy question:

- Can the learners perform to standard after the lesson?

USING PERFORMANCERUBRICS

SKILL RUBRIC

Technical Language Continuum

OBSERVATION WITH CHECKLIST

BRINKERHOFF SUCCESS CASE METHOD

Structured qualitative evaluation method

LAST WORD: GET A FEEDBACK LOOP

QUESTIONS?

Julie Dirksen

[email protected]

Twitter: usablelearning

Design For How People Learn Facebook Group:


mailto:[email protected]


google instructional design workshop€¦ · learn a method of inquiry requires real-world practice...

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