Learning Nudges as Training Reinforcement Tools

Nudges in Corporate Learning

Learning Nudges as Training Reinforcement Tools

Corporate learning often requires a bit more than just delivering information. It may be hard to get learners to engage, but also to retain knowledge once they’ve “consumed” the learning. However, one of the biggest challenges is in learning transfer: getting the learners to actually change their behaviours. A possible solution to these challenges is learning nudges. Here’s how to start nudging your learners towards better results.

Learning nudges as engagement tools

The first challenge in corporate learning is to get the learners actually engaging in the process. As organisations digitalise their learning programs, we are seeing an increase in self-paced learning. However, that’s often a challenge for engagement, as the responsibility falls on the individual. People forget learning tasks, or might postpone them due to other work. However, nudges are a good way of getting them back to the process. A simple reminder often goes a long way, and it can be in the form of an email, text message or a notification.

However, you shouldn’t spam either. Rather, it’s important to find the right times to nudge people. For instance, the slow period after the lunch break might be an opportunity to get people to activate themselves on some learning. Or slower periods of business activity might provide an opportunity to invest more time into development.

Nudges as learning retention tools

Learning nudges can also serve as retention tools. Just as demonstrated by the forgetting curve, people forget a lot of the learning unless it’s reinforced. Small nudges, whether it’s quick quizzes, bite-sized resources or self-evaluation questionnaires help to reactivate the previously learnt subject matter. By doing that over time, the knowledge transfers from short-term memory to long-term memory. The spaced learning theory can help to determine the optimal intervals for this type of learning reinforcement.

Driving behavioural change with nudges

Finally, one of the biggest challenges in learning is getting people to actually implement new ways of doing. Even if the learning is highly inspirational, and the learners sees the benefit of doing things in a new way, it’s just too easy and comfortable to go back to the “way this has been done”. Thus, behavioural change requires lots of support. We need to remind people, we need to encourage people and we need to collect and deliver feedback. Positive reinforcement and indirect suggestions can have a considerable impact on people’s behaviour. Learning nudges, on the other hand, are the channel for delivering those. Furthermore, you can also deliver performance oriented nudges without too much prior learning. Helpful resources are always welcome. For instance, you could remind people of the behaviours of top performers in the organisation, with the intention that they’d follow suit.

Final words

Learning nudges are a great tool for re-engaging, reinforcing and driving behavioural change. With the mass of communications tools and channels available today, running good nudging campaigns doesn’t require a lot of resources. If you’re using productivity tools or learning systems, it’s also likely that these have features suitable for nudging. The tools are there, it’s just a matter of smart, unobtrusive design. If you need help in designing learning engagement, reinforcement or behavioural change campaigns, feel free to drop us a note, we might be able to help.

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5 Tips for Designing Great Job Aids

Designing Great Job Aids

5 Tips for Designing Great Job Aids

As the 70:20:10 theory implies, a lot of learning in organisations happens outside the boundaries of formal training. While we often cater to the formal side, there’s a lot of other important use cases for learning. With the current speed of change in business, being able to up-skill people ahead of time becomes more unrealistic. Often, we just have to start doing faster, and hope that it goes well. But the inability to train people beforehand doesn’t mean we have to forgo training altogether. Job aids, for instance, are a great way of providing learning resources on the job. Here’s what you should take into account when designing them.

1. Simplify radically

One of the key characteristics of job aids is that employees engage with them within the workflow. To minimise disruptions to that workflow, we need to minimise the time spent querying information. Therefore, similar to the logic of good storytelling, job aids should be as simple as possible. Don’t circle around the topic, but dive right in. This is not a medium to display every single bit of knowledge either, but rather to provide concise information to help the employee with a highly specific task. Everything that goes beyond that or doesn’t support that goal is excess clutter, and should be removed.

While simplifying radically enables employees to find the information faster, it also eliminates the need to spend time on making judgement calls on what information is relevant. Therefore, they’re able to get back to peak performance faster.

2. Avoid excessive use of interactivity

In the general realm of digital learning, we often talk about the importance of interactivity. While interactivity is vital in creating engagement around the learning content, with job aids, it rarely serves a purpose. As the goal is to consume nuggets of information as rapidly as possible, any interactive elements, such as questions sets, exercises and the like just get in the way.

Instead, simplify the content also in this regard. Often the simpler the better. We should always choose content types based on their fit for purpose and ability to convey the information. Videos might be the best options for some material, whereas simple text and images might work for some.

3. Make it searchable

In most cases, these type of performance support resources are accessed via some kind of system. Accessibility is a big consideration in designing effective job aids. You can design great resources, but if we bury them inside a complex, layered LMS system, finding them might become too much of a burden. If we don’t provide employees with a seamless way of making queries and finding the right material from the library, they’ll quickly default back to Google and Youtube.

Therefore, it’s important to first of all make the content searchable. The nature of job aids entails that there’s going to be quite a lot of them. To enable employees to find the relevant stuff fast, you do need a search function. While identifying the right content is important, it might also be beneficial to be able to search for e.g. keywords within a piece of content, to locate the relevant information faster. If you’re doing videos, providing navigation buttons inside the video might make sense.

4. Make the user experience simple

As mentioned, employees often access job aids via a platform, tool or a system of some sorts. Whatever the system is, it’s important that the user experience is fluid, natural and easy to use. The experience must be intuitive, meaning that employees don’t have to spend time on learning how to use the system. The less clutter there is, the better.

Generally, performance support tools or job aid portals contain a much more limited set of features compared to conventional learning tools. If you’re implementing one, it’s a good idea to review out-of-the-box or “popular” features, and consider whether they’re actually necessary for this particular use case.

5. Understand the users’ context

Finally, it’s incredibly important to understand how the employees actually engage with tools like these. Often, but not always, these types of job aids tend to be consumed on the mobile. If that’s the case, you’ll want to focus on that as your primary medium, and employe best practices for mobile learning design. If the use case is more corporate office, you might see more desktop use, and thus have more “real estate” to play with.

Going beyond devices, it’s also important to understand the use situations, i.e. the learning opportunities in the workflow, in more detail. E.g. if employees are using job aid videos on a noisy factory floor, they might not be able to hear the sounds of videos. Thus, it may be necessary to provide subtitles and ensure that the information is conveyed even without narration.

Final words

Across industries, we are seeing a trend of looking beyond the conventional formal training when considering the corporate “learning mix”. Well-designed job aids are a great way of providing performance support and rapid learning within the workflow and on-the-job. Not only does this enable people to maintain better productivity, it may also make sense for learning too, as all learning gets put into practice right away, which tends to increase retention. If you’re looking into job aids, and think you may need help in designing them or implementing proper tools for them, we might be able to help. Just drop us a note here.

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Onboarding On-demand – Can We Train New Hires in a Smarter Way?

Onboarding on demand

Onboarding On-demand – Can We Train New Hires in a Smarter Way?

Onboarding is something that all organisations do, yet we’ve seen fairly little innovation in the general handling of it. While many organisations have started incorporating team-building and social experiences to their onboarding processes, the actual training part of it remains relatively untouched. Often, companies still sit their new employees through a large number of training sessions or eLearning modules in a very short amount of time. Naturally, learning retention is low, and most of the training is probably just wasting time. Could we do it a bit smarter though? Let’s play around with an idea of onboarding on demand.

The problems with most onboarding programs

In general, there are different problems that reappear regardless of the organisation. Here are a few of them:

  • Too much training in too little time
  • One-size-fits-all approach
  • Content is irrelevant
  • Content has relevance, but is rarely used on the day-to-day

First of all, trying to train people on a lot of things in a short amount of time simply doesn’t work. You’ll just give your new hires a cognitive overload which will cause them to retain even less. Secondly, onboarding programs may be quite uniform, but the jobs are widely different. That’s an interesting disparity there. Thirdly, a lot of the content on onboarding programs is actually not even relevant, and thus people forget it very quickly. Finally, there’s content that has relevance, but that is rarely applicable on the day-to-day jobs. If you can’t apply what you’ve learnt, chances are you’ll forget it.

How could onboarding on demand solve these problems?

So, what if we took a wholly different approach to onboarding. An approach where the focus is on helping to new hires succeed at their jobs and get quick wins, rather than trying desperately to make sure that they’re “ready” before they start working. Here’s what that could look like in practice:

  1. Instead of front-loading training, shift the focus to performance support resources on demand. This way, new hires can learn on the job and as they encounter problems, they have a resource base to tap into to gain confidence and identify solutions. By doing it this way, they have a chance to immediately apply the things they learn. This increases learning retention for the long term.
  2. Deliver personalised resources. The first 90 days of a newly hired engineer are likely very different from that of a new salesman. People should have access to learning resources that are designed or curated with their context in mind. This helps them to learn the right way of doing things, instead of being responsible for figuring out how to apply abstract concepts to a particular problem.
  3. Learn what’s really relevant through analytics, switch to formal delivery if needed. If you ask subject matter experts, everything is always “must know”. But in reality, most of it isn’t. Learning analytics can help you in identifying the most accessed on-demand resources. If there’s high use for a particular resource, maybe it could be meaningful to design a formal learning experience around that topic.
  4. Don’t bother learners with things they don’t use frequently. Forget trying to hammer some internal procedures (e.g. how to apply for leave, how to call in sick etc.) into employees heads on day 1. Instead, deliver a pool of easily searchable information where employees can find how to do those things. You’ll save a lot of time.

Final words

Naturally, some of the initial training given to employees can be mandated by law, e.g. compliance training. In those areas, it might be difficult to make radical changes in the training approaches. However, a large part of the training that isn’t mandated by law isn’t always really necessary, and that’s where on demand onboarding could save you significant amounts of time and productivity all the while helping people learn better.

This could also provide a way of replacing traditional training with more meaningful experiences, like team building and getting to know new colleagues, without increasing the overall time spent on onboarding. If you’d like to design onboarding programs that really add value, we’d be happy to share some experiences. Just drop us a note.

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4 Ways to Use Scaffolding in Corporate Learning

Instructional scaffolding in workplace learning

4 Ways to Use Scaffolding in Corporate Learning

Instructional scaffolding is a set of techniques used to support learners in their learning process. The goal is to enhance learning and aid the learners in achieving mastery of the topic in question. While the techniques are nothing new, they remain highly relevant. In particular, transformational learning initiatives, whereby organisations introduce new work practices, tasks or strategies can benefit a lot from well-designed scaffolding. If we use a toddler analogy, the process is similar to learning to walk. Initially, you’ll have the parent holding up the kid, gradually giving more “responsibility” to the child, and ultimately letting go altogether.

So, let’s explore instructional scaffolding in the context of workplace learning. Here are 4 techniques that tend to work well in our experience.

1. Tap into and connect with learners’ prior knowledge

A big component of adult learning is learning through building on prior knowledge and experiences. Hence, it’s important that you let the learners see the big picture; how the learning relates to other things. Thus, you should aim to make connections with the employees’ current skills, professional experience and prior learning.

2. Break up content into digestible chunks

To enhance the effect of the previous point and help learners activate their prior knowledge, you should consider breaking up your content. Smaller chunks, or microlearning activities, that build on each other tend to work well. But instead of just chunking up content and delivering it the same way as before, the “consumption” of these activities should be spread over time in a spaced learning approach to enable the learners to build up their knowledge gradually.

3. Give the learners time and opportunities to talk

People need time to process new information and make sense of whatever they have been learning. Peer discussions enable the learners to articulate their own understanding, synthesise information and learn about different points of view. Guided discussions also provide a good platform for sharing personal experiences, tips and best practices that might help other learners. With different social learning technologies, you can facilitate these types of learning discussions in a digital way.

4. Give the learners time and opportunities to practice

Finally, a critical piece in scaffolding is to enable sufficient amounts of practice. When learning new things at the workplace, the challenge is often not in the learning itself, but transferring that learning back to the workplace. But if you allow people to practice, they can build up their confidence doing things in a new way before being exposed to “live” situations. Hence, you should always aim to incorporate practice time in learning activities. That might be role play in small groups, digital simulations or many other types of activities. However, the important factor underlying them all is providing a safe environment to make mistakes.

Final words

Scaffolding techniques have proven to be quite powerful and should be a part of every learning professional’s toolbox. In workplace learning, scaffolding can help employees to learn more effectively and increase learning transfer. However, as a process, it shouldn’t continue forever. Just like with the toddler learning to walk, you need to figure out when to let go completely and let them do things on their own. Similarly, when learners reach a certain level of proficiency, they no longer need or even want you to hold them up.

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Micro vs. Macrolearning – What to Use and When?

Microlearning vs macrolearning what to use and when

Micro vs. Macrolearning – What to Use and When?

Microlearning has been all the rage in recent years. While we shouldn’t undermine its effectiveness when designed and used properly, it isn’t a solution to all learning problems. Concise and contextual bursts of learning are good for certain uses, but not all. Sometimes, we still need more long-form education, macrolearning.

While the traditional training approaches of organisations perhaps rely more on macrolearning than they should, we do need to make sense of when to go micro and when, on the other hand, we are better off with macro. So, let’s explore what to use, when and how.

We need macrolearning to build new skills…

Generally, we can distinguish between the need of macro vs micro by analysing the existing skill level of the learner. If the topic is entirely new, or the learner has had very limited exposure, macrolearning is the more suitable approach. Novices tend to benefit from structured and guided instruction, as well as learning about the topic with a wide perspective. This helps to develop an understanding of the topic to the level that the learner can start self regulating his/her own learning.

Conversely, attempting to use microlearning on such new topics wouldn’t work very well. As the learners are not familiar with the topic beforehand, they are less likely to be able to form the links between concepts (i.e. relate the microlearning activities to the bigger picture).

Hence, if we consider some practical use cases, macrolearning is likely to be at its best in:

  • Transformational programs. E.g. training people on contemporary topics such as principles of data science, design thinking, machine learning etc. In many organisations, these are skills not readily available in the skill pool.
  • Learning to use the organisation’s tools. E.g. training on how to use various software and information systems of the organisation.

… But microlearning enables us to build on existing skills

Whereas macrolearning focuses on complete skill areas and “the bigger picture”, microlearning is better suited for more specific needs. Pedagogically, we should use microlearning to build on existing knowledge. Once the learners already have a baseline of knowledge to work with, they can contextually apply and relate the newly learnt things to the existing. For instance, once you know enough of a language, learning new words brings immediate benefits. But learning vocabulary without knowing the grammar or how to use the language won’t give you good results.

Additionally, microlearning has the characteristics of being able to help people to learn something small in a convenient, rapid manner. Convenience and speed are key factors when considering learning in the flow of work. Smaller “chunks” are simply more convenient to offer and use than large “chunks”.

So, taking this into account, we could establish that microlearning is potentially better suited for uses such as:

  • Updating” knowledge and skills. E.g. new SOPs, new workplace practices, product updates and best practices. All of these are topics that employees would already have experience on. Hence, micro rather than long-form learning should be better off.
  • Performance support. Practical knowledge and information on how to perform specific tasks, delivered just-in-time.
  • Increasing retention. Refreshers, knowledge checks and other spaced learning elements help to increase retention, even within a wider “macrolearning” activity.

Final thoughts

We should never assume that there are any one-size-fits-all approaches to learning. Ultimately, executing an effective workplace learning strategy is about combining different methods, formats and approaches in a way that makes sense – for both the organisation and the employees. Perhaps a key thing to remember for the future is that neither micro- or macrolearning has to be just “formal” learning activities. Furthermore, we shouldn’t forget the clear link between the two. Micro will always be a part of the macro, and macro will always include the micro.

Hence, you should take the time to analyse your own organisational needs, and see what where you might best utilise either of the approaches, and even better, how to play them together. And if you think you might need help in developing this kind of a learning strategy, we can probably help. Just shoot us a message here and we’ll get back to you.

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How to Use Learning as Performance Support?

Performance support learning and training

How to Use Learning as a Performance Support Tool?

Corporate learning today should pay much more attention to how it enables performance. While there’s a time and place for long-form learning activities, often we’re better off just learning by doing. Adults learn through experiences in contextual environments. Thus it seems that nothing beats learning experienced on one’s own job – or workflow learning. Meanwhile, formal experiences like classroom training and eLearning courses are giving way to more nimble approaches to delivering content. This is partially driven by learners who don’t see the value in sitting through hours of training just to forget things soon after. So, let’s take a look at performance support and how we can use it to learn on-the-go and help people perform better.

The shift from learning beforehand to learning on-demand

Many organisations tend to approach training the same way as schools and universities do, by trying to prepare the employees for everything. Unfortunately, the laws of retention and the forgetting curve are not on their side. The learning offering ends up being a lot of “just-in-case” rather than things employees really need and can apply immediately. In the end, the organisations waste a lot of time, money and resources to deliver learning that doesn’t translate into actions or gets forgotten soon after the fact. Wouldn’t it make sense to focus on what matters – performance – and gear learning towards that?

How to design performance support learning?

To understand how to design learning for performance support, let’s look first at how it differs from traditional learning. First, employees engage with performance support while working and don’t want to interrupt their flow. Secondly, the circumstances are less about learning new, but more about finding ways to apply the already known. Furthermore, whereas the goals of corporate learning may sometimes be bit ambiguous, the goal for performance support is clear: help to finish the task at hand.

Keeping that in mind, here’s a quick checklist on key characteristics of good performance support resources.

  • User-friendly – no one wants to spend effort in navigating complex systems when they need the information quickly.
  • Accessibility – employees must have access to the resources anytime, anywhere, regardless of the devices they have on them.
  • Short-form content – performance support resources should be quick to consume and concise (microlearning, anyone?).
  • Searchability – all content should be tagged, indexed and easily searchable, enabling the employees to get to it quickly.
  • Relevance – all content must be up-to-date, and relevant to the employees and their roles and functions. Don’t deploy “off-the-shelf” resources, but give solutions to problems specific to your business.

The bottom line

By giving your employees access to these kinds of tools, you’re assisting them in the most problematic part of learning – putting new skills into practice. Employees will surely value that, as you’re helping them to do their jobs better. Also, you’ll likely save up time on non-productive formal learning and keep the people at their jobs. That should have a direct bottom line impact.

Overall, a performance support approach to some learning activities helps to support the changes in the workplace. As skills, businesses and the environment change rapidly and constantly, it’s important for the corporates and employees alike to learn on-the-go. While this is not meant to replace all of traditional learning activities, it does provide a much better alternative for some of it.

Would you like to explore modern and more meaningful ways of workplace learning? We’re happy to share some ideas and hear about your challenges. 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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Learning in the Flow of Work – Steps Towards the Future of Learning

Workflow learning - learning in the workflow

Workflow Learning – Taking Steps towards the Future of Learning

The corporate learning and development community is quite unanimous on one issue: most of our professional learning happens in the context of our daily jobs. Just like the adult learning theory captures it, humans learn by building on their experiences in a high-context environment. However, acknowledging the existence of workflow learning is soon no longer enough. In the hyper-connected and real-time corporate environment of the future, organisations need to start nurturing learning in the flow of work. Traditional corporate training approaches are not fast nor effective enough to respond to the constantly changing environment and evolving skills requirements. Instead, we have to embed learning as a process to our daily workflow as well as corporate culture.

Luckily, what has changed within the past few years is that nowadays we have the technology available to support this new type of learning. To lay out the concept and required change of mindset further, here’s how we at Learning Crafters see the evolution of workflow learning.

Workflow learning will force us away from course-centered design

An aspect where corporate L&D shown a great lack of imagination over the past decades is the innovation of new learning modalities. It is, it has been and unfortunately will likely continue to be all about courses for many. Do you have a skill gap in your organisation? Develop a course! Do you need to overcome a performance slump? Develop a course! Developing a course – or a formal training activity of other kind – seems to be the first and often only solution learning professional can think of. Yet, this solution will quickly render itself obsolete when we need to embed learning in the flow of work. Courses and formal activities are dramatically too slow, cumbersome and inefficient to respond to the workflow learning needs of the future. Organisations can no longer afford the productivity lost by subjecting their employees to lengthy training interventions.

Now you’re probably thinking: “if not courses, what’s the new ‘unit’ of learning?”. A potential answer to that is performance support resources.

Performance support resources will be at the core of workflow learning

The new era of learning is all about performance – finding ways to keep the organisation performing at its maximum efficiency. In a fast-paced environment, learning in the flow of work is about incremental, yet constant updates and refreshed to skills and capabilities. To enable this kind of incremental development, we need to shift our mindset from courses to resources. Instead of large courses abundant with content, we need to curate a library of performance support resources to support experiential learning in the flow of work.

Performance support resources are concise and specific curations of knowledge that learners can access and query quickly. After a quick query at point-of-need, the learner can then go on to applying the new knowledge immediately, hence translating the newly learnt concept into a positive use experience. Furthermore, there are number of different easy-to-use technologies to support the process. This is a natural and powerful helper for behavioural change, as the application and impact is immediate and visible.

This type of learning might sound familiar. And you’re not alone. In fact, we’d argue that this is how most of our personal learning takes place today. Whenever a problem, need for new knowledge or learning arises, we do a quick query (e.g. Google) to a library of resources (Internet) and solve the problem on the spot using the new knowledge. Unfortunately, organisations tend to limit this type of learning due to a variety of reasons (security, compliance etc.). However, in terms of existing resources, many companies have already taken a perhaps unacknowledged step towards this.

Microlearning is a good way of approaching performance support content

Many organisations have implemented microlearning initiatives in the past few years. By doing so, they’ve also created a good baseline of content for performance support resources. After all, performance support in workflow learning is all about accessing knowledge in a compact format fast and conveniently. However, microlearning doesn’t just mean cutting the longer course into smaller fractions. Rather, you should design each activity with a very specific objective in mind.

For more on building effective microlearning, read our tips here

Another reason why microlearning works so wonderfully for performance support is the ease of content curation. Rather than delivering long-format courses, you’re addressing specific problems. You can even leverage on a lot of free resources available. The key is to keep it concise and accessible, however the greatest emphasis being on searchability. If your learners cannot find the resources they need in a very short amount of time, that’s not much of “support”, is it?

In conclusion, while we see the movement towards more workflow learning -oriented practice, it’s important to remember there is no one-size fits all. There will still be need for “formal” learning activities. However, the possibilities of integrating learning into the business processes at a more fundamental level brings about interesting performance considerations.

Are you experimenting with learning in the flow of work? We would love to hear your success stories! You can always get in touch with us through here

 

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Curating Interactive Microlearning Videos – Leveraging Free Resources

Curate Microlearning videos

Curating Interactive Microlearning Videos – Leveraging Free Resources

“Video is the king of content” is a statement that holds true especially well today. Digital and mobile behaviour analytics indicate that video is the most engaging format of content. Whether is personal or professional, weekends or office hours, our tendency to consume knowledge snacks in bite-sized video format is ever growing. This is why microlearning, especially interactive microlearning videos, fare so well in engaging the learners. However, organisations often see videos as an expensive format to produce (they’re not!), which hinders adoption. This line of thought is failing to see the forest from the trees. There are already massive libraries of free video content available to everyone with internet, so why not take advantage of those? In this article, we look at leveraging free Youtube videos in curating interactive microlearning videos.

What is curation and why is it important?

Content curation is the process of selecting and refining the content to suit the learning objectives. The amount of content in services like Youtube becomes a problem when trying to integrate learning into the flow of work. Simply put, employees don’t have the time to go through several videos in trying to find the one that fits their needs. Hence, the most basic level of curation – identifying the suitable content – is an important task for the L&D team. From thereon, you can go further in incorporating knowledge checks, navigation and other additional elements into the video. Check out the example below.

(this example is a very primitive one, based on the video on our front page, but you’ll get the point!)

What’s the benefit of curating interactive microlearning videos like this?

The benefit of refining the content with embedded comes in the form of increased engagement and content performance. There’s quite a number of things that you can do with the videos:

  • Linking to other content – this helps your learners to find solutions to their problems with other supporting resources
  • Video navigations – these help your learners to get to the right information faster – no more time wasted in watching videos without getting the answers needed. Good navigation is an absolute must for longer videos.
  • Knowledge checks – these provide a good way to engage the learners within the video and test their learning. At the most basic, it can be to check whether the concept was understood. At a more refined level, you can prompt for more qualitative user input and feedback.

Arguably, the whole corporate learning sphere is moving to a more performance- and learner-centric approach. More ‘Pull’, less ‘Push’. More performance support, less assigned compulsory learning. These types of interactive microlearning videos provide a great way of catering to that requirement. And by leveraging on free resources, you can keep the costs down while having access to loads of good content.

Would you like to find out more about curating microlearning videos such as this one? Or would you like to learn more about using free resources in your learning mix? We’ll help you, just contact us here

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Spaced Learning for Corporates – Maximise Learning Retention

Spaced learning

Spaced Learning for Corporates – Maximising Learning Retention

‘Repetition is the key to all learning’ is a statement that holds a lot of truth in it. Unfortunately, in the context of corporate learning we tend to forget repetition and the time required to learn new skills. Instead, we expect our employees to pick up on things and change behaviour with just a single classroom session or eLearning activity. Treating learning as a transaction rather than a journey is an approach bound to fail. Instead, corporates could use a spaced learning approach to create greater impact, while staying efficient and keeping costs under control.

What is Spaced Learning?

Paul Kelley developed the spaced learning concept and methodology based on the neuroscience work of R. Douglas Fields. The methodology recognises that all learning is subject to a forgetting curve. By enabling adequate repetition, we can help our learners fight the forgetting and transfer knowledge into long-term memory. The backbone of the idea is to segment learning in short, repetitive activities, spaced by pauses. A simple spaced learning cycle could be only 5+10+5+10+5 minutes. The 5-minute sections represent learning activities, whereas the 10-minute stints are pauses to take the mind of the learning. In the research, Kelley found that just a simple 3-layered cycle could increase learning results significantly.

Using Spaced Learning in Corporate L&D

As results oriented entities, corporate L&D departments are always looking to do things better and more efficiently. Spaced learning can be a good approach to maximise learning retention while not going overboard with resources or budget required. Here’s how you could get started with the method.

1. Structure learning into shorts bursts as a journey over time

The two key aspects of spaced learning – repetition and pauses – are easy to build into any learning program. Instead of developing a large chunk of content or a time-consuming one-time activity, you should develop learning into short bursts. Microlearning is a great way to do this. Learners can complete one activity in the morning, another in the afternoon or next week. Naturally, topics come with different complexities. Thus, you should adjust the content and spacing accordingly for different learning items.

2. Incorporate creative repetition and deliver condensed nuggets

Furthermore, instead of constantly introducing new knowledge with every activity, focus on creative repetition. Find ways to explain the content in different ways, e.g. animations, simulations or collaborative learning activities. Just repeating the same content over and over again is a surefire way of losing the learners’ attention. As with any impactful learning activity, less is more. Make sure to deliver the knowledge as concisely as possible – you don’t have much room for “nice-to-know” things with this type of delivery.

3. Pick your use cases for maximum impact

We can roughly divide the benefits of spaced learning into two categories. You should ideally aim to reap the benefits on both.

  1. Increase in learning results (retention, application)
  2. Increase in efficiency & productivity

Therefore, you should be using spaced learning to reinforce desired behaviours in the organisation. The more you expose your learners to the materials and activities, the more likely they are to apply the new knowledge. Also, spaced learning can help to increase productivity and efficiency. When you deliver learning in short segments over time, the loss in productivity is smaller. Instead of going into a classroom or taking a lengthy digital course, your employees can consume the bite-sized knowledge on the job.

Are you using spaced learning in your organisation? Want to find out more about structuring spaced learning activities for various use cases? Just contact us and we’ll help you get started. 

 

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