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TRANSCRIPT
Does your training engage or enrage your health & care staff?July 2016
Presenters:
Claire Lavin ([email protected])1300 133 151
Marc Niemes ([email protected])#niemesm or +61411467111
What are we talking about today?
Overview
• Key principles• Q & A
Claire LavinProduct Manager and Instructional Designer
1 Tell a story
3 Keep it relevant
5 Prompt decision making
2 Keep it simple
Key principles
4 Make it personal
1 Tell a story
3 Keep it relevant
5 Prompt decision making
2 Keep it simple
Key principles
4 Make it personal
Tell a story: The background
‘Stories function as a sense-making device.’ - Caminotti et al. 2012
‘In literary fiction, the incompleteness of the characters turns your mind to trying to understand the minds of others.’ - Kidd et al. 2013
Storytelling in e-learning leads to ‘higher perceived levels of attention, relevance, confidence, satisfaction, motivation.’ - Hirumi et al. 2012
Tell a story: Applying it
• Scenarios• Narrative arcs• Character viewpoints• Multi-faceted characters• Dialogue.
1 Tell a story
3 Keep it relevant
5 Prompt decision making
2 Keep it simple
Key e-learning principles
4 Make it personal
Keep it simple: The background
Extraneous material ‘distracts, disrupts and seduces.’ - Harp and Mayer 1998
The coherence principle means ‘avoiding adding any material that does not support the instructional goal.’ - Clark and Mayer 2011
‘Extraneous cognitive load … it is the delivery that is causing a problem.’ - Sweller et al 2001
Keep it simple: Applying it
• Minimise text• Use uncluttered visual design • Eliminate extraneous audio and visuals.
1 Tell a story
3 Keep it relevant
5 Prompt decision making
2 Keep it simple
Key e-learning principles
4 Make it personal
Keep it relevant: The background
‘Learners construct their own reality or at least interpret it based upon their perceptions and experiences, so an individual’s knowledge is a function of one’s prior experiences, mental structures, and beliefs that are used to interpret objects and events.’ - Jonnasson, 1991
‘Learning should be situated in realistic settings; testing should be integrated with the task and not a separate activity.’ - Merrill 2006
‘The right content is less than you think it is … and is relevant to learners.’- Dirksen 2012
Keep it relevant: Applying it
• Mimic the work environment• Create real-world situations and challenges.
1 Tell a story
3 Keep it relevant
5 Prompt decision making
2 Keep it simple
Key e-learning principles
4 Make it personal
Make it personal: The background
‘Humans strive to make sense of presented material by applying appropriate cognitive processes.’- Clark et al. 2001
‘People work harder to understand material when they feel they are in conversation with a partner.’- Beck et al. 1996
Make it personal: Applying it
• Be conversational• Use characters and facilitators• Use emotion.
1 Tell a story
3 Keep it relevant
5 Prompt decision making
2 Keep it simple
Key e-learning principles
4 Make it personal
Prompt decision making: The background
‘You get the best details by observing people in their actual environments.’- Dirksen 2012
‘The learner assumes the role of an actor responding to a work realistic assignment or challenge, which in turn responds to reflect the learner’s choices.’- Clark 2013
Prompt decision making: Applying it
• A character (learner) faces a realistic decision• Learner makes the decision• Learners receives feedback, and sees the consequences of their decision
1 Tell a story
3 Keep it relevant
5 Prompt decision making
2 Keep it simple
Recap: Key principles
4 Make it personal
Final Q & AClaire Lavin ([email protected])1300 133 151
Marc Niemes ([email protected])#niemesm or +61 411 467 111