5 Lessons from Cognitive Science for Corporate Learning

Cognitive Science for Corporate Learning

5 Lessons from Cognitive Science for Corporate Learning

Design matters. That’s true for many things, corporate learning being one of them. However, the research foundations of learning design can sometimes seem ambiguous. There’s also a lot of invalid information and “myths” (e.g. “learning styles”) floating around. While there’s a lot of talk about neuroscience, that’s still too new of a field for us to comprehend. Therefore, it might be useful to remind ourselves of the things we already do know. Thus, here are 5 lessons from cognitive science for corporate learning design.

1. Make connections with the learners’ prior experience and knowledge

First of all, it’s important that we enable the brain to form the new connections required for learning. Thus, we should guide the learners into putting the newly learnt into context with what they already know. But it’s also possible to flip that around. With a proper use of learning analytics, we can understand that knowledge and those experiences beforehand, and then design the learning accordingly. These types of personalised learning experiences come naturally with a higher contextual value and effect.

2. Facilitate the whole cycle of learning

The second lesson from cognitive science for corporate learning is that we should always facilitate the full cycle of learning: absorbing information, active testing, reflection and creation. Hence, learning must not be just passive slide decks and multiple choice questions. Rather, we should be encouraging and inviting reflection at all stages. We’d also probably be better off ditching some of the mundane multiple choice trivia questions for something a bit more intellectually stimulating. Finally, we should ensure there are opportunities to ‘create’ and put the newly learnt into practice. With the modern type of learning in the workflow, that already happens more naturally, but not all learning can take place like that.

3. Put your attention on attention

In cognitive science, attention as a cognitive process acts as a prerequisite for everything else. Without attention there can be no perception, learning etc. Thus, it’s important that we gain and hold our learners’ attention, and also help to refocus it where necessary. This is what the discussion about learning engagement is all about. To combat the loss of attention, you should design learning that is interactive and interesting. To achieve that, you could use mediums like animations, interactive videos or simulations and take advantage of methods like storytelling. You should also make sure your learning materials direct the learner adequately on where to focus.

4. Enable social engagement and interaction

However, that one type of engagement is probably not enough. Rather, you should also find ways to incorporate social engagement in your learning design. Discussions, sharing, mimicking and shared experiences are all integral components of the learning process. In a classroom setting, enabling these means shifting the focus from the trainer to the learners. In a digital environment, it means shifting focus from delivered content to co-created information. Overall, there are a lot of tools out there to facilitate this type of interactivity and social presence in learning. Look into it!

5. Engage a maximum number of senses – start with visual

While the notion of learning styles has largely been proven false, there are some things that seem to hold true when it comes to learning design. Research in cognitive science and aligned fields indicates that multi-sensory learning improves efficacy. The more senses you can activate, the better the learning results – roughly speaking. Furthermore, it seems that the visual element is of great significance. Thus, you should look into many more mediums than just conventional classroom instruction or those “eLearning slide decks”. You can start small and gradually make your learning experiences more visual and then go on as far as activating touch and motion with e.g. augmented reality.

Overall, we should pay more attention to cognitive science in corporate learning. By understanding what makes learning work, we already get so much closer to designing great learning experiences. And remember, if you think you might need help in any of this, we’re here for you. Just drop us a note.

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How to Incentivise Corporate Learning? 5 Quick Ideas

How to incentivise corporate learning?

How to Incentivise Corporate Learning? 5 Quick Ideas

While designing engaging learning experiences goes a long way, it’s likely that you may need a bit more to get engagement from your audience. You need to create the “pull” – whatever it is that keeps your learners coming back. Trying to push learning to unmotivated learners is a project doomed to fail. Even if you manage to activate them, the retention will be abysmal compared to their motivated peers. Thus, it’s important to create incentives that motivate all kinds of learners across the board. Here are 5 quick ideas on how to incentivise corporate learning.

1. Reward learning “streaks”

Learning in short bursts, over a period of time and multiple touch points generally gives out better results in the context of corporate learning. Thus, that’s the kind of behaviour you should try to encourage with your corporate learning incentives. Instead of rewarding the ‘fastest’ or the one who does the ‘most’ during a day, reward coming back. By rewarding learning streaks, e.g. consecutive active days, you’re encouraging recurring positive behaviour. By keeping the streak qualification thresholds low and the rewards real, you’ll avoid overwhelming your learners.

2. Give meaningful public recognition

Another way to incentivise corporate learning beyond the minimum required could be public recognition. After all, who doesn’t cherish to opportunity to showcase one’s achievements? However, the prevalent ways of social recognition, like badges and certificates are a bit dull. Yes, they do work to an extent, but they easily become such a commodity that they lose meaning. Thus, instead of quantity, you should rather focus on the quantity of the public recognition. This could take the form of e.g. a “learner of the month” type of recognition. The learner who has developed/worked/created/improved/contributed the most, could be showcased on intra-company newsletters, social media etc. The professional branding value of something like this would definitely interest a good number of your employees.

3. Use content easter eggs

Easter eggs are a concept used in the gaming world, and “an easter egg” is something hidden within the actual experience. To incentivise corporate learning, you could use content easter eggs to keep your learners coming back and keep a sense of mystery and buzz around it. You could hide e.g. funny videos, company specific memes, internal jokes or cultural artefacts within the content. Or if you want to stay serious, it could be even another layer of the actual learning content. By letting learners explore, stumble upon these kinds of things, share them and talk about them could help to create a lot of buzz around your corporate learning activities. Psychologically, knowing that there is something to be found will evoke us to search for it, even if we don’t know what exactly it is.

4. Use other hidden rewards

In similar fashion to the content easter eggs above, you can also incentivise learning through other hidden rewards. Instead of content, you could hide in artefacts that could with real-life benefits. For instance, you could stumble upon lunch coupons, half-days off, small gift cards, items to personalise one’s workspace etc. All of these are small things that don’t cost much but can go a long-way in keeping your learners coming back. Furthermore, as you’re the one controlling it, you can introduce things on the fly, e.g. to support company initiatives.

5. The house always wins – so how about a raffle?

If you find that small value incentives don’t work as well as you thought, you could revert the method. Study of human psychology has taught us that we prefer very low chances to earning high rewards than higher chances to earning lower rewards. You could use this psychological finding to your advantage and incentivise corporate learning through a ‘raffle’ or a ‘lottery’. For all the learning activities you choose, you could let your learners earn entries to a raffle or a lottery ballot. The more you learn, the more you earn. At the end of each month, or a year, or whatever time suits you, you could then raffle a major reward. Again, making it easy to participate (quick learning activities) and giving the chance of a good reward (e.g. a holiday trip paid by the company), you can create a lot of recurring engagement.

Overall, there a lot of cheap ways to incentivise learning in an organisation. While rewards are a necessity, they don’t have to be financial. By giving it a bit of thought and taking a few lessons from social learning and gamification, you can go a long way. If you need further help in designing corporate learning incentives, we are happy to help. Just drop us a note here.

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Online Learning Accessibility – Practical Tips for Inclusivity

Online learning accessibility

Online Learning Accessibility – Practical Tips for Inclusivity

If there’s a single universal fact about learning, it’s that there’s not a one-size fits all approach to it. Learners come in various shapes and sizes, each with different profiles and personal traits. Yet, as learning professionals, we should strive to provide each of them an equal opportunity to learning experiences. We should recognise that people learn differently – to some it may seem more difficult than others – and design learning accordingly. To facilitate that in the digital space, here are a few quick tips on improving your online learning accessibility.

Online Learning Accessibility Guidelines

For starters, for learning professionals who wish to remain inclusive, there are two general frameworks that you should be aware of. The first is the Web Content Accessibility Guidelines (WCAG) which should provide useful even for technology developers. The second important framework is the Universal Design for Learning (UDL). At times, these might feel dated, but there are a lot of good information there. As is common with learning difficulties in general, it’s hard to understand them without practical examples. These frameworks help in that.

For now, let’s focus a bit more on the 3-fold division of the UDL and what it should mean in practice.

Online learning accessibility tip #1: Provide multiple means of representation

Providing multiple means of representation means to give learner different ways of acquiring knowledge and engaging with the learning materials. While nowadays video is one of the more prevalent formats in corporate learning, it may not be suited for everyone. Moreover, whole lot of traditional learning materials come in text format (handbooks, manuals etc.) – again not suitable for everyone. To really provide all your learners with an equal opportunity to succeed, you should strive to provide the resources in as diverse set of formats as possible, e.g. audio, visual, text.

To put online learning accessibility into practice, you might consider the following easy implementations:

  • Providing text transcripts of videos or multimedia
  • Embedding subtitles on videos
  • For long text content, enabling the possibility of listening to an audio version (easy, free and quick to do with text-to-speech tools)

Online learning accessibility tip #2: Provide multiple means of expression

While it’s important to provide equal access to information, it’s equally important to facilitate equal assessment! Wherever there’s learning, there’s usually some type of assessment involved. While in general you should consider more formative assessment methods, these principles apply across the board. Firstly, it’s important to provide varied means of assessment: simple text-based multiple choice questions might be limiting for many. Secondly, it’s important to enable activities different from “final exams” where the learners can use their strengths to demonstrate their learning.

To facilitate online learning accessibility for assessment, here’s a few easy things you can do:

  • Instead of text-based quizzes, incorporate more visual methods like drag-and-drops, flashcards and simulations.
  • Enable users to demonstrate their knowledge in various forms: writing, audio/video recordings or through their daily tasks.
  • Try to provide alternatives to “exam-based” assessment, such as journals, reflections and portfolios.

Online learning accessibility tip #3: Provide multiple means of engagement

While there are countless formats for learning content, engagement isn’t only limited to that. Rather, in terms of accessibility, engagement refers more to the ways of finding, accessing and consuming learning resources. You should promote autonomy and individual choice by letting your audience engage with learning when it best suits them. Group activities can also help to increase engagement. Whichever deliver formats you choose, always strive for high-context and relevant experiences.

Here are a few easy to implement tips on providing multiple means of engagement:

  • Use omnichannel learning to provide a unified experience and increased ease of access across different platforms
  • Use social learning and group activities to build social presence and consequently increase engagement
  • Create a safe learning environment and a modern learning culture where learners don’t fear making mistakes
  • Provide access to instructor even in case of online learning experiences for personalised guidance and assistance

Overall, we should pay much more attention to inclusivity and accessibility in both offline and online learning. Ultimately, it’s really all about finding ways to help our talent reach their full potential the fastest and providing various of ways of getting there.

If you wish to provide better corporate digital learning experiences or need a helping hand in developing or auditing your online learning accessibility, we are happy to give you a hand. Just drop us a note here.

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Visual Learning Elements and How to Use Them

How to use visual learning elements

Visual Learning Elements and How to Use Them

Good digital learning materials and activities should be engaging and interesting. While situations and purposes vary, visuals tend to play a key role regardless of the situation. On one hand, they can illustrate in a way that words cannot. On the other hand, you can use them to pace the material and progression of activities. Whereas 10 years ago we were still mostly thinking of pictures, we nowadays have a whole plethora of visual tools to choose from. Therefore, we’ll take a look at some of the different visual learning elements and how to use them well.

1. Images and Pictures – often undervalued

Nowadays, pictures seem like too static objects, and thus get overlooked quite often. However, they still have their uses. First, you can use pictures to make online learning materials more visually pleasing. Secondly, you can use them like publishers do – to break and pace texts and give a visual connection to key information.

When using pictures, you should never align them left with text. Unique pictures tend to do better than stock photos. Also, pay attention to file sizes – too many big images may kill your loading times!

2. Infographics are a good way to showcase data

Infographics, charts and similar elements tend to be a good way to showcase data and relationships between things. While these have to be custom made for purpose, the workload is not too extensive which makes the costs bearable. However, there are a few things to note from a user experience point-of-view.

First, you need to be careful with text in your infographics. They’ll naturally contain some, but you don’t want to be writing essays in pictures. Second, you should maintain readability across all devices and platforms. When an infographic is displayed as an image file, it should be readable without clicking and zooming even on a mobile device. Too much of pinching and zooming again kills the user experience.

3. Videos are the most prevalent of visual learning elements

It’s quite clear that videos have become the go-to medium for digital learning. However, you shouldn’t overuse them either but rather always consider what format might provide the most value-add. Videos come in many forms and types. Traditional training videos often incorporate talking leadership figures and a bit of marketing flair to them. Animations, on the other hand, can be good, cheap alternatives. Character animations provide a good way of communicating messages. When dealing with complex issues or displays of data, you might consider explainer animations.

As videos come in many shapes and sized, it’s slightly more difficult to give general advise. However, a few rules of thumb tend to provide useful in most circumstances. First, keep your videos concise. If the content is great, length is less of an issue. But often you’re better of trying to deploy short microlearning videos instead of full-length corporate documentaries. Again, pay attention to file sizes and formats. You want the videos to play on all devices and platforms. And if your users are engaging in mobile learning, huge file sizes can easily obliterate their monthly data caps.

4. VR will have a big impact on visual learning

If you’ve been awake for the past couple of years, you cannot have missed the talk about virtual reality (VR) and its learning applications. While VR technology does provide unparalleled experiences when it comes to visual engagement, it still remains a niche tool. At it’s current stage, it’s not scalable or cost efficient to deploy on a larger scale. However, some organisations use it for high-value or high-risk training needs (and some have naturally bought into it because of the gimmick factor).

However, there’s an increasing number of VR tools getting to the market and we’re just scratching the surface when it comes to developing VR content. Expect the scalability to increase very rapidly after we get rid of game engines and the current level of programming required in VR content production.

5. AR will have an even bigger impact than VR

While VR seems to be all the rage in the L&D community, it’s actually augmented reality (AR) currently flying under the radar that will likely end up having the bigger impact when it comes to visual learning elements. Whereas VR perhaps enables us to engage visually in an unfamiliar environment, AR lets us bring objects into our own. Not being restrained by hardware requirements (you don’t necessarily need a headset!), AR’s scalability is a lot higher. Furthermore, at its current stage, content production is a fair bit cheaper. Whereas VR models reality, augmented reality is just another layer of it on top of one’s own. In terms of engagement, AR thus likely goes higher, as association with real things is probably higher than with modelings or representations of those real things.

Organisations are currently using AR for several needs, technical training perhaps representing the biggest opportunity as of current. Once the technology becomes more commoditised, we are likely to see a lot more AR supporting learning in the workflow.

Are you hoping to be able to design more engaging learning experiences through the use of visual learning elements? We can help you succeed, just drop us a note detailing your problem.

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Corporate Learning Webinars – Are They Still “In”?

Corporate learning webinars - are they still in?

Corporate Learning Webinars – Are They Still “In”?

When the technology for live video streaming first took off, we saw webinars emerge as a concept. For learning, webinars were the first attempts to mimic face-to-face training in a digital environment. Ever since then, we’ve witnessed and incredible surge in popularity of video as learning content. But where does that leave us? Is there still a place for corporate learning webinars?

The problems with corporate learning webinars

Webinars are no longer the technological breakthrough they were back in the day. With the surge in content delivery technologies throughout the spectrum, we’ve become to notice a few problems with webinars.

The quality of video, and especially audio, are the first noticeable problem. With the advent of ever-better cameras and studio tools, we’ve grown accustomed to high quality videos, especially with long-form content. While we can utilise some of that tech for webinars, the challenge is the live aspect. For instance, the audio tracks are not edited (since it’s live!) and can thus become quite painful to listen, especially if the presenter’s microphone is not properly placed.

When it comes to corporate learning webinars, engagement is also a problem. Yes, the learners might be logged in to the session, but they space off just as easily. Overall, webinars are still quite a passive medium of engagement, where there’s limited interaction from the participants. As the learners are not interacting, they’re not retaining as much either. Furthermore, the benefit of instructor-led training should be the ability to interact with the trainer and fellow trainees; to ask questions and share opinions. That benefit doesn’t often realise in corporate learning webinars.

Solutions to the problems

Naturally, developments on technological fronts have, and continue to, enable us to solve some of these problems. Microphone technologies are becoming better and better, helping to filter out background noises and unwanted extras. Cameras have also improved tremendously, and many of them even have integrated live streaming capabilities.

While there has been progress with the hardware, the major developments have happened on the software side. First of all, webinar tools have become much more user friendly. Secondly, they have introduced a lot of possibilities for interactivity: live polls, live quizzes, chat rooms, whiteboards, document sharing and engagement monitoring are just a few examples. These have enabled us to bring the needed three levels of learning interactivity into the webinars. Thus, the audience is no longer a passive listener, but rather an active participant. For learning purposes, that makes a whole world of difference.

Should you still use corporate learning webinars? Is there a future?

Learning webinars may have that slightly outdated connotation. But if they work for you, there’s no reason to stop using them. However, do keep in mind some of the problems with webinars, and engage with your users (learners) to find out how they see your offering. If your webinars lack interactivity, you might consider delivering through some of the newer technologies on the market (we are happy to provide recommendations).

In the future, webinars will be challenged by the rise of other technologies suitable for instructor-led training, such as augmented reality. However, webinars will continue to provide the required scalability for the time these technologies are still developing. In terms of digital instructor-led training, live video is not the only solution though. Many organisations are trying out things such as instructor-led facilitation in online environments – with good results!

If you’d like recommendations for good webinar tools or help with refining your approach to digital ILT, we can help you. Just contact us to set up a meeting – even a virtual one!

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5 Tips for Better Learning Interactions

Learning Interactions Tips

5 Tips for Better Learning Interactions

To guarantee best results in learning, often an approach prompting learners to become active participants is the most successful one. For digital learning purposes, this means that we need to design interactive learning experiences. However, many organisations seemingly struggle with the concept of interactivity and its actual utility in a learning setting. Thus, here are five tips for designing better learning interactions.

1. Understand the different levels of learning interactions

As we’ve explained before, learning interactions come in mainly three different types. Most of the traditional eLearning tends to focus on learner-content interactivity. However, interactions between learners themselves and between learners and instructors are equally important. Unfortunately, these are often disregarded by corporate learning professionals, who pay too much focus on the information itself.

2. Understand different types of learning interactions

Naturally, there are a more tools of learning interactions than you could count. While you might not need all of them, it’s good to know enough of them to ensure your learning materials don’t turn out monotonous. For learner-content interactions you might use micro-quizzes, knowledge checks, interactive videos, simulations and many others. For learner-learner interactions, you may consider discussions, social media features, peer evaluation and collaborative learning activities. Finally, for learner-instructor interactions you should look into the ways learners can benefit from support, feedback or virtual facilitation.

3. Always use a mix of different learning interactions

Like with many other things, doing the same thing over and over again quickly becomes tedious and boring. The same applies to learning interactions as well. So even though you might have just developed an awesome interaction with your rapid eLearning tools, don’t get too satisfied. Rather, look into several different types of interactions working on preferably all the three different levels. Adequate variation helps to retain learners’ interest.

4. Make sure your learning interactions serve their actual purpose

A common mishap with instructional designers is to forget why we are building interactive learning in the first place. Rather than building learning interactions just for the sake of interactivity, we should pay more attention in how they help the learners to achieve their goals and assimilate information better. If using a simulation requires so much instruction that it takes away from the time spent on the actual content itself, the interaction doesn’t really serve a purpose. Likewise, if your game-based learning elements become too much about the game with vague correlation with learning, you might not be doing the right way. Thus, you should always evaluate your designs by asking “how and why does this interaction help the learner to achieve his goals?”

5. Overkill is never a good idea

In addition to the purposefulness, it’s good to understand that quality doesn’t defeat quality. Filling your content with learning interactions to the brim is not a good idea. Rather, you should use them to pace the learning at proper intervals. Often, low interactivity things like reading, glancing and viewing should still constitute the major part of the learning activity. Interactions should then be used to highlight the core focus areas and ensure the retention of them. Once more, less can be more.

Are you using learning interactions in a smart way? If you feel like you or your learning team could use help building a playbook for learning interactivity, we’d be happy to assist you. Just contact us.

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Game-Based Learning for Corporates – Why and How?

game-based learning

Game-Based Learning for Corporates – Why and How?

Games have been a popular pastime as far as history goes. However, the reach of gaming amplified significantly with the introduction of computers, and later, mobile devices. Games provide a powerful medium to activate, engage and educate. However, game-based learning has only recently emerged in the context of corporate L&D. 

Before going further, it’s important to draw a clear distinction between gamification and game-based learning. Gamification refers to the implementation of game-like features in non-game settings, whereas game-based learning involves actual games. Whereas organisations have adopted gamification successfully across many areas, game learning has a narrower scope of implementation. However, that’s not to undermine it’s impact. Here’s why you should consider game-based learning in your organisation and how you can get started with it. 

Why does game-based learning work? 

  • Games encourage active learning – you cannot progress in games by doing nothing or being passive. 
  • Games motivate the learner – there’s a sense of progress supported by achievements, trophies, competition and social elements. 
  • Learning games provide both structure and freedom. Goals, stories and rules govern the game, but players have the freedom to play as they like. 
  • Games stimulate creativity as different types of tasks may require different solutions, problem solving and inventiveness. 
  • Games provide challenges – players can compete against themselves as well as other players, individually or in teams. 

How can I get started with game-based learning?  

Knowing the basics of games and why game-based learning works, here are a few tips on how to put it into practice. 

Firstly, evaluate the learning needs carefully. Learning games are by no means a solution to all situations. Acknowledging that, it’s highly important to focus on the learning goals and desired outcomes. It’s not difficult to engage employees with brilliant games. But if they fail to produce the desired learning and performance results, they end up being a waste of time. 

Secondly, you should utilise the whole potential games have to offer and not stick to a single “template”. Some games may be for individual completion, whereas others may require users to team up with their colleagues. You can also set games over defined periods of time, e.g. to support strategy implementation or business cycles. Playing the games can also happen both in physical and digital environments: some games may require moving about the office or the city, whereas some may be played exclusively in a virtual environment. 

There’s a lot of opportunity in learning games

Overall, game-based learning provides an endless amount of opportunities to engage and activate corporate learners. However, it’s important to keep the learning at the core of the game experience. Thanks to the long history of games, there’s also an endless amount of “features” you can implement in your learning games. So start exploring the mechanics of popular games and get creative on bringing those features into your corporate learning! 

Are you interested in trying game-based learning in your organisation? We can help you get started in activating and engaging your learners. Just contact us

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Hyperbolic Discounting – Why Time and Size Matter in Learning

Hyperbolic Discounting in Learning

Hyperbolic Discounting – Why Time and Size Matter in Learning

If you’re involved in the learning and development space, you cannot have missed the trends of gamification and microlearning. As organisations consider implementing these approaches, they are often vary of buying into fading fads – and rightfully so! However, a lot of the new methods and approaches that may come across as gimmicks actually have valid foundations in the science of teaching, pedagogy, as well as educational psychology. To help organisations understand why things like gamification and microlearning work, we decided to open up some of the learning psychology behind each approach. Hence, let’s look at a phenomenon called hyperbolic discounting and it’s effect on learning.

What is hyperbolic discounting in short?

Hyperbolic discounting is a phenomenon initially discovered in behavioural economics and is in fact one of the cornerstones of the field. The prevalent finding and consequence of hyperbolic discounting is people’s preference towards smaller rewards in the near future rather than large rewards in the distant future. Generally, research sees people as present-biased, meaning they are more likely to sacrifice long-term gains in terms of short-term interest.

Now, why does this matter in learning? The two major modern learning approaches basing on this behavioural trait are instant rewarding and microlearning:

1. Hyperbolic discounting explains the success of gamification

The underlying principle of gamification is to provide continuous and relatively high frequency rewards to motivate the learner. Whereas large contexts of learning may seem overwhelming, gamification helps learners to track their own progress in more manageable pieces. With instant rewards, learners always get some kind of “credit” for their participation.

This happens to play perfectly on the psychology of hyperbolic discounting. Rewards are no longer vaguely defined (e.g. this learning helps you in your career path) and difficult to assign a mental value to. Rather, learners know that when they commit to something, they will be instantly rewarded. Naturally, the rewards come in many kinds: badges, points, credits, financial rewards and social recognition just to name a few. The common denominator is that learners can “collect” them instantly.

2. Chunking learning content to cater for the present-biased

Now, it’s likely that gamification is not suitable for everything. Yet, the psychology of hyperbolic discounting and its effect on learning remains. The structure of learning content is a major factor in catering to the phenomenon. Whereas gamification tends to cater to extrinsic factors, you can use a bite-sized learning content structure to cater to the intrinsic aspects of learning motivation.

For instance, you may have a course you require your employees to take. However, as a whole, the course might seem overwhelming with its length. Learners procrastinate and delay uptake due to the high time investment required and rewards being outside of their immediate horizon. To overcome the problem, you should try chunking the content into manageable pieces. The approach of chunking content overlaps a lot with the concept of microlearning. Overall, the approach helps your learners to manage their own targets better. Doing a small task for a few minutes feels a lot easier. Consequently, this could increase your learning uptake and time-to-competency, as learners are engaging more consistently and frequently.

If you have challenges in your digital learning engagement and participation, we may be able to help. The help can be in the form of consulting on learning design or hands-on content development. Just contact us here to discuss your challenges. 

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5 Ideas for Leveraging Intrinsic Learning Motivation

Intrinsic Learning Motivation

Intrinsic Learning Motivation & 5 Ideas for Leveraging It in Digital Learning

When it comes to corporate learning, motivation is a tricky subject. As we know, motivation comes in two kinds – extrinsic and intrinsic. Learning itself is arguably an area where intrinsic motivation is prevalent. People find meaning in developing themselves and acquiring new skills. However, statistics of corporate learning don’t always support this line of thought. Motivating learners seems to be difficult, and consequently many organisations have adopted maybe an unnecessarily large focus on factors of extrinsic motivation – rewarding and punishing for success or failure in learning activities. However, as learning in its natural state is one of the most psychologically rewarding feelings, it might be good to step back slightly and consider what you can do to leverage your employees’ intrinsic learning motivation.

1. Shift control to the learner to develop a sense of responsibility

As it is, corporate learning tends be a very top-down exercise. From the learners’ point of view, it may seem that their professional and career development is dictated by someone with limited exposure and oversight to their actual needs and responsibilities. Does it have to be that way? Not necessarily. Let the employees have more control over their own learning. Let them make choices on what, how and when to learn. When you give freedom of choice, you’ll evoke a natural sense of responsibility, which goes a long way to to secure intrinsic learning motivation. To take the idea one step further, you could also enable the sharing of user-generated learning content.

2.  Ensure learning content is relevant and applicable

A major hurdle in learning engagement is that employees don’t see the content as relevant. Often, the organisations may have themselves to blame for over-reliance on one-size-fits-all and off-the-shelf programs. If the content moves on an abstract level, learners are more likely to have a hard time identifying ways to implement it in their daily jobs. Thus, it’s vitally important to spare some thought on the real-life applications of the given learning. For practical skills, tools like learning simulations provide a great medium of linking the training with the daily jobs.

3. Give constant and constructive feedback

Giving learning feedback also goes a long way for intrinsic learning motivation. With proper feedback, learners can enjoy a sense of accomplishment. Furthermore, it helps them to understand when they’ve made mistakes and how to improve on them. Try to avoid negativity and bestowing a sense of failure upon the learners and remember to level the feedback with the complexity of content.

4. Encourage collaboration and sharing for intrinsic learning motivation

Learning doesn’t, and probably shouldn’t, be an individual effort. From a motivational standpoint, the feeling of contributing to a larger social context, i.e. social presence is powerful. Whereas the shift in control is likely to help learners develop a sense of personal responsibility, this helps them to develop a shared responsibility. You can use both collaborative and competitive elements to achieve the goal. Collaborative learning activities help to engage through social commitment, whereas different gamification techniques can help to foster friendly competition.

5. Personalise learning experiences

Finally, personalisation is yet another powerful tool in sustaining intrinsic learning motivation. The “difficulty” of content comes across as one of the most important factors. If the learning content difficulty completely matches the employees’ current skill level, they are not likely to engage deeply. Instead, you’ll want to give your learners a challenge which they can overcome to get the sense of accomplishment fuelling the intrinsic motivation. To provide a diverse group of learners with the content of the right difficulty, you may consider an adaptive learning design method.

Are you having trouble motivating your learners? We can help by auditing your learning content and delivery and provide tailored suggestions on improving both. Just contact us

 

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Explainer Animations for Learning – Engage with Visuals

Explainer Animations for Learning

Explainer Animations for Learning – Engaging with Visuals

The preferred ways of presenting information have become increasingly multi-faceted over the last few years. In the digital and mobile era, conventional information format like documents, slide decks and presentations have lost their way. Information today has to be quick and convenient to access, as well as increasingly visual. Visualised information – especially in the format of videos – provides learners a convenient medium getting to the right facts and figures at the point of need. It’s also helpful for opening up different concepts and frameworks. Hence, we’ll look at a few examples and use cases for explainer animations in learning.

What can you use explainer animations for in learning?

In general, we consider explainer animations to work well conveying the following kinds of information:

  1. Numerical information
  2. Statistics
  3. Business Cases
  4. Persuasive Messages

To better illustrate things, take a look at this sample of an explainer animation explaining the concept of flipped learning.

Why do explainer animations make a difference?

As we are constantly fighting for our learners’ attention, video-based content generally provides a good alternative for increased engagement. Furthermore, using explainer animations or videos helps you to focus on the key messages, stripping away unnecessary information and all the “nice-to-know”. This helps to avoid cognitive overload on the learners’ part, which in turn increases learning retention. Furthermore, you are also engaging two new groups of people with spatial/visual and aural/musical learning styles. Overall, the time required to build animations such as this one is not that huge, hence justifying the investment. In terms of software needed, Vyond provides a great tool for creating all types of animations.

If you need help in delivering better learning with explainer animations and videos, we can help. Just contact us. Furthermore, if you’d like to create your own, take a look at Vyond

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