The Other Stakeholder Wants It Now Too #LCBQ
I recently posted my response to the Learning Circuits Big Question (LCBQ). It occurred to me there is another stakeholder who may also demand, “I want it now.” They probably have a more legitimate reason for making this demand simply because they are the people that actually use the knowledge and/or skills the training teaches… They are the audience. In my opinion, the most important stakeholder. They do not ask for low quality, quickly developed training. They want quality, effective courses when and where they needed it, but I am sure they also want the instructional designers to be given the time needed to design and develop such a thing.
So, as the “other stakeholder,” what do they mean when they say “I want it now!”
- No short notice (time to take training on their schedule and time to review, if necessary).
- Ease of access (e.g., mobile, social media, off the LMS (at least painless access to what resides on the LMS), etc.)
- Quality courses that keeps their attention, focuses on their learning needs and is relevant to their job.
- Ongoing access to the course and it still is relevant when they take it a year later even when job or skills have changed. In other words, appropriately updated content.
- Ongoing support. Social media, blogs, etc. are good in many cases to provide ongoing support for the course’s audience.
So, let’s not forget the learner is also a stakeholder and they want training when needed, but do not want hastily made courses that do not address their learning needs. Please feel free to use the comments section to add what I may have missed in regards to what our audience mean when they say “I want it now.” Also feel free to add your comments in Twitter with the #LCBQ hash tag.
A Priest, A Rabbi and an Instructional Designer Are in a Bar and Identify a Training Need: A response to the #LCBQ
The Learning Circuits Big Question is how do we address the “I want it now” demand from stakeholders. Of course stakeholders come to training departments all the time demanding training and we need to look at the problem first as Jay Cross was quick to point out. So, assuming a training need actually does exist, how do we approach the I want it now demands?
It is important to note that I am writing from the perspective of an e-learning designer in a corporate training department. This is important because we typically have numerous advantages in dealing with stakeholders that consultants do not always have:
- Corporate training departments have a greater ability of push-back on projects. For the most part our stakeholders are internal customers and we do not have the same risks of losing contracts when we push-back.
- We have had the time to “condition” the stakeholders over time to bring us to the table as early as possible. We have also educated them on the design and development process, and the time required, within the organization.
- We more likely have the experience of working with the stakeholder, audience, SMEs, the organization’s LMS, specific applications or technology, etc. so we can hit the ground running.
Now with all that out of the way, if the stakeholder has the “I want it now” attitude here are some tips to delivering a course sooner than later (never with out risk to the quality of the training):
- Shorten the process - Here is an outline of the e-Learning Process from Inception to Evaluation, which I used for a team presentation back in 2005. If you follow the ADDIE model it is still pertinent and as you can see there are corners to be cut that will shorten the timeline required. I make it a point to inform stakeholders of the process involved, provide a timeline and project management form that helps give them an idea of when deliverables occur and what their roles and responsibilities are in the process. Note: My first cuts in the timeline are to their deliverables. Plenty of time can be shaved off by reducing their review time alone. I still expect thorough reviews, but to be done in only several days not weeks. Other shortcuts may include the needs analysis, which may have to be very informal, less investment in testing, etc. Remember, risks come with these shortcuts.
- Reduce the amount of interactivity and/or media use. Usually audio is off the table first, which I always add last anyway and do not see it as adding much instructional value to most courses anyway. It is as we say “a nice to do.”
And if they still insist with “I want it now” here are some more things that can be done even if reluctantly.
- Up front “just in time” training materials (e.g., job aids, guides, manuals) until you can provide a course. FYI: There are occasions where these actually may be more effective than a course, but that is usually identified during the design phase.
- Captivate demos, Screenr videos, podcasts, webinars, and/or other quick to develop online materials. Note: Although they may be quick to develop, invest as much time into design as you are afforded even if a minimal amount.
- Learning labs – not necessarily a classroom training, but as a facilitator (maybe bring in the SMEs too) have an informal introduction to the subject, or if it is systems training provide a chance to use the system and experiment with what it will/can do.
- Provide a course that has EVEN less interactive elements, media use, fewer graphics with revisions and more instructionally sound content to be added at later time. However, be very careful not to make this the norm and get stuck in the “rapid e-learning” rut of producing dreck and calling it training.
- Be sure to provide an addendum to any course design plan that outlines what will be done within the limited timeline requested and the consequences of cutting corners. This does not solve the problem, but reiterates the need for a more effective development timeline and approach. A bit of C.Y.A. too.
It is important to note that if you do manage to develop something in a unreasonably short period of time, but sacrifice quality it will have negative consequences to learning in your organization and to your department’s reputation.
There will be no shortage of stakeholders demanding training on very short notice. It is something we need to reduce by managing expectations and being brought to the table as early as possible. If you do need to make big compromises, remember those same stakeholders that say they want it now may also be quick to come back at you with something like, “Your training was ineffective. What happened?”
Oh, the priest, rabbi and instructional designer identified a training need, collaborated on designing an effective learning program which was not implemented until it was damn well ready to be implemented.
Great Resource for Using Graphics in eLearning… The eLearning Coach
Recently I had the pleasure of attending a presentation by the eLearning Coach, Connie Malamed, at an ISD breakfast we have for our Johns Hopkins instructional designers. The presentation was titled “Your Brain on Graphics.” As most instructional designers know, graphics used effectively can greatly increase the efficacy of a learning event. However, Connie took it a step further and introduced us to how are brains are wired for graphics and shared great advice and examples of uber-effective use of graphics.
Her site, www.theelearningcoach.com, is an invaluable resource for learning more about using graphics in elearning, along with many other great resources and advice on elearning and instructional design she shares there. She also has written a book, “Visual Language for Designers,” which I am adding to my reading list.
So, thank you eLearning Coach for the fantastic presentation and for sharing your knowledge at theelearningcoach.com.
Signs of Being in e-Learning Hell #eLearningHell
Signs you are in e-learning hell (as a designer/developer):
- The Help Desk calls and tells you they are receiving too many calls regarding your course and the __________ (pop-up blocker, Flash Player and/or LMS sign-on).
- Someone shows up at your office and says “I’m here for the online training.”*
- The stakeholder proposes that all staff take the online course in a computer lab where it can be proctored.*
- People call you and ask, “How long does it take to convert their eight hour classroom training into an e-learning course” and you answer,”I don’t know. How long will it take you to turn my phone into a ’67 Dodge van?”
- Your subject matter expert (SME) tells you the course looks great and has no edits. The LMS report shows the SME did not even launch the course.*
*Yes, this actually happened.
Signs you are in e-learning hell (as a participant):
- The course starts with five pages on how to take an online course.
- The quiz questions have absolutely nothing to do with the course you just took.
- Every answer on the quiz is either “all of the above” or “none of the above.”
- The content is not exactly concise. In fact, it may have been written by Proust.
- You scored 100% on the quiz but are not marked “complete” because you skipped page 42.
- Next.
- You toss your most snarky remarks at the people pictured in the course, but they still ignore you.
- Back.
Of course the above is all in good fun and just a way for me to vent some frustrations of working in our field. Thankfully, the above are resolvable issues and are becoming less and less common. Do you have signs that tell you when you are in e-learning hell? Please feel free to share in the comments section. Thanks!
My Big Question Response – Predictions for My 2011 #LCBQ
I recently posted my 2011 predictions, but they are general predictions for e-learning and technology. So, here is my response to the Learning Circuits’ Big Question, which asks to be more focused on our challenges, plans and predictions.
First off, over my years in corporate training, I have explored many areas of learning and development. This ranges from classroom training to many facets of e and m-learning. What I am predicting for my own challenges and plans for 2011 is not delving into new technology or mediums of delivering learning, but rather a blending of many approaches and technologies I have in my current learning toolkit. A current example is a large software training effort I am designing that takes advantage of blending technologies and approaches. Believe it or not, this training program will incorporate the following:
- A web-based training (WBT) course that incorporates QR Codes and social bookmarking in addition to simulations, instruction and job aids.
- Blogging that also incorporates use of social media, social bookmarking and screencasts (thanks Screenr and DIIGO).
- Classroom training – not a traditional classroom format, but a “learning lab” with more advanced explorations of the topic and objectives driven more by the audience than the facilitator or course design. Hopefully also resulting in instruction/tips & tricks shared by the audience and facilitator.
- m-Learning and informal learning – I am using QR Codes and tweeting to also get content and additional resources out, but more importantly encouraging the audience to do the same. I will be really excited when I see the audience start setting their own objectives and teaching each other.
Yes, the above may look like a mishmash of technology and approaches, but it does support the learning design and the audience’s learning needs. There is a method to the madness and I am not using the technology without rhyme or reason.
Another exciting plan, and somewhat of a challenge, for 2011 is delivering more learning to my audience that is off the LMS. As you can see, much of the fore-mentioned is outside of the LMS. However, here are some more ways I am delivering learning without the need to log-in to the LMS.
- With few exceptions, my audience in corporate training has been internal. This has recently changed and will change much more in 2011. I have already begun providing training for our external customers, including developing educational games and software demos… not on the LMS.
- Tweeting and responding to tweets… not on the LMS.
- Posting job aids on Intranet pages… not on the LMS.
- Screencasts – These are great for brief, easy to develop, software sims and I have started adding them to our Intranet pages… not the LMS.
- Guess what, people still learn even when… not on the LMS.
Although these are my own challenges, plans and predictions for 2011, I believe we will see others embarking on similar challenges. So my overall prediction is much more blending of technology applications and more delivery OFF the LMS.
What are your challenges, plans and predictions? Be sure to share them at the Learning Circuits’ Big Question and tweet them too at #LCBQ.
It’s The Big Question #LCBQ
I have been honored to be a involved in the revitalization of the Learning Circuits’ Big Question. For several years now I have been responding to the Big Question and have over and over been inspired by the questions posed, not to mention by the many fantastic responses and comments. It has also been a great opportunity to interact with other e-learning bloggers. I am looking forward to being involved and also very excited to be working with Tony Karrer, Glenn Hansen, Thomas Edgarton, and Holly MacDonald on this venture. I hope in the coming months to see the Big Question grow even more in contributors and perspectives.
I hope that you will be visiting and participating in the discussions. We will also be tweeting posts, responses and all things Big Question using the #LCBQ hash tag. So, keep your eyes out for the next BIG QUESTION!
Dabbling in QR Codes
I have been hearing so much talk, and seeing use, of QR Codes lately. Maybe I am noticing it more because I started dabbling in them myself or maybe they are on the rise. Either way, I want to share a few things about QR Codes. First off if you do not know what they are, here is a quick definition:
A QR Code is a specific matrix bar code (or two-dimensional code), readable by dedicated QR bar code readers and camera phones. The code consists of black modules arranged in a square pattern on a white background. The information encoded can be text, URL or other data.
Source: Wikipedia
To simplify, with a QR Code reader on your smart phone you can use the phone’s camera to scan the QR Code (like the crazy black and white thing at the top of this page) and it will take you to a web page, display text, phone number and/or prepare a text message to be sent.
The great thing is they are extremely easy to create and use in your online learning or in the traditional classroom. Using a QR Code generator (e.g., Kaywa, Snap.vu, etc.), you can create and copy the code to a web page, PowerPoint slide, add it to a manual, print it, etc. Now when it is seen in your classroom or online course participants can scan the QR Code and visit the site, obtain the text info or data.
Here is a demo showing how easy it is to generate a QR Code.
Here are a few ways I am starting to use QR Codes:
- Adding my contact information to my classroom powerpoints and manuals. I even posted one with my contact info outside my office.
- Include QR Codes in manuals and job aids that take the user to relevant URLs.
- Adding codes in e-learning courses. For example. the video below shows one in a course that directs the user to social bookmarks containing additional resources and tutorials.
See an example of a QR Code in a WBT course.
Here are also my QR Codes bookmarks where you will find more resources on this subject including links to QR Code generators. Of course the QR Code for this link is below too.
My 2011 Predictions
Well it’s that time again. Here are my e-learning predictions for the coming year.
- You know I have to include a Flash prediction. So, here you are… I predict a Flash player will finally be included on the iPad and iPhone this year. This will be mostly due to the fact that so many more phones, and tablets, will be released with Flash, pressuring Apple to do the same.
- Say goodbye to the “e-” and the “m-” and say hello to just “learning” in 2011. I think we will be less concerned about the medium and will call it “learning” regardless of whether it is in the classroom, computer, phone or wherever else you are finding it.
- The coming flood of tablets in 2011 will move m-learning much further along. However, I think people will be distinguishing less and less between the terms e-learning, m-learning, and just learning. After all, where does m-learning stop and e-learning begin? See prior prediction.
- With the economy improving, we will see reinvestment in classroom training and classroom trainers. I believe too many organizations have hastily delved into online training, resulting in developing courses that are better off in in the classroom than online. Plus with so many rushing into e-learning without investing the time in understanding the design end has resulted in ineffective “rapid e-learning.” I think we will see these people who had good intentions are going to move away from e-learning. For those that may be in that boat, don’t give up on e-learning, but please read “Hey You Rapid e-Learning Peeps, Slooow Down and Take a Little Drive on the ISD Side of Town.”
- QR Codes will become more prevalent in the U.S. In fact, I just started using them myself by including them in a new e-learning course. I also plan to start adding them to job aids, manuals, presentations and anywhere else when appropriate.
Want to see what I predicted last year?
Reflecting on My 2010 Blog Posts and Happy New Year
Over at the Learning Circuits’ Big Question it is time once again to reflect on the past year. So, I took a look at my most popular posts during 2010. FYI: I used eLearningLearning to identify my “Best of” posts according to social indicators.
Here are the top 10 posts written in 2010:
- My e-Learning Don’ts
- A Few Practical Tips on Storyboarding
- Development Tools I Would Learn If I Were You – June’s Big Question
- Looking for THE SCORM Resource?
- e-Learning and Games in Healthcare
- Keeping Up – April’s Big Question
- What is HTML 5?
- Voice Over in e-Learning, Sometimes
- e-Learning via the BBC
- Flash Tutorials on Screenr
While it is nice to see I still have posts from 2009 that make it in the top 10, I only included those written in 2010. The first thing that jumps out is that quite a few relate to development. Although on reflection I probably wrote a great deal this year on development. Any skew towards development is probably due to starting a new job last February and dealing with learning a new LMS, some new software, and getting reacquainted with some old software. All of which I was able to do and the blog helped by being a tool of self-reflection and a great source of helpful comments and shared resources from my very generous readers.
I was very pleased to see the “My e-Learning Don’ts” post at number one. I wrote it as a bit of a rant against “ineffective” e-learning, but it was tweeted quite a bit and was referenced in several other blogs. That was very flattering and on reflection I think I hit on many of the things that also irk others and sinks many e-learning projects. Hopefully it provided a dose of prevention… I know for me I will revisit it, and the comments generated, as reminders of what not to do.
Thank you everyone who visited my blog in 2010 and here’s to a great 2011. Happy New Year everyone!
Jeff
Quiz Maker Pro Give Away
ProProfs has been nice enough to give one of our lucky readers a free copy of Quiz Maker Pro. They created a sample quiz, which if you score 100% you will be included in our drawing for a free one year copy. Below is the link to the quiz, which will give you a good feel of what can be done with Quiz Maker in addition to moving you closer to winning your free copy for one year.
How Teachers Can Use Web 2.0 In The Classroom (Quiz Maker)
The deadline is December 27, 2010. I will select a name from all who scored 100% and announce the lucky winner December 29th right here on this blog.
Good luck!
