Embed Size (px)
Citation preview
Copyright ©2015 Cognitive Advisors LLC All Rights Reserved
Becoming a
Learning Experience Designer
Marty Rosenheck, Ph.D., CPT
CEO, Chief Learning Strategist
www.CognitiveAdvisors.com
@mbr1online
LXD
2
Why LXD?
3
Proficiency
70% On-the-Job Experience
20% Informal/Coaching
10%
Formal
Training
Time
Pro
fici
ency
70:20:10
4
Proficiency
70% On-the-Job Experience
20% Informal/Coaching
10%
Formal
Training
Instructional Design
Learning Experience Design
Takeaway:
Instruction is only a small part of learning.
LXD Definition (Draft)
Learning Experience Design:
The process of facilitating the development of skills (expertise,
proficiency) by providing learners with a systematic set of learning activities (experiences) supported by content,
feedback, and technology.
5
Learning Experience
Design
Learning Science
User Experience
Design
Design Thinking
Learning Technology
Knowledge Harvesting
Content Design and
Curation
6
LXD Parent Disciplines
Resource List and Slides:[email protected]
7
How Humans Learn
8
How Humans LearnP
rofi
cie
ncy
Time©2014 Cognitive Advisors LLC All Rights Reserved
Skill orCompetency
Expert-Novice Studies• Physics
• Novices: Top University Students
• Experts: Physicists
From Categorization and Representation of Physics Problems by Experts and NovicesCHI, FELTOVICH. & GLASER in Cognitive Science 5, 121-152
Experience forges the mental link
between knowledge
and the way it is
applied to situations.
Takeaway:
10
Focus on Results
Learner Centered
Experience Rules
Content is a Servant
Feedback and Reflection are
Key
Situated Learning
Iterative Design
Technology Enabled
LXD Principles
11
Gather Input
Design Experience Map
Develop Learning Experiences
Prepare Context
Implement with Technology
Perform Analytics
LXD Process
12
LXD ProcessGather Input
Design Experience Map
Develop Learning Experiences
Prepare Context
Implement with Technology
Perform Analytics
13
• Goals
– Organizational
– Individual
• Performance
– Outcomes
– Metrics
• Proficiency Statements
– Measurable
– Observable
– Quantitatively or Qualitatively
Input: Results
Break competencies
into proficiency statements.
Takeaway:
Call Center Example Proficiency Statements
Done Category Proficiency Statement Milestone EvaluationOrder StatusCalls
1. Finds and provides customers with correct status information using the Look Up search function following all customer service standards with less than a 2 minute handle time.
2 Weeks Direct Observation and Call Evaluation Checklist
Order StatusCalls
2. Identifies and resolves issues with shipment delays and backorders through working with sales and shipping and provides the customer with an answer within 2 hours.
3 Weeks Direct Observation and Call Evaluation Checklist
Order StatusCalls
3. Records and submits required information in a complete and accurate manner about each status call and is ready to take the next call within 2 minutes.
3 Weeks Call Report
14
Done Category Proficiency Statement Milestone EvaluationBilling Calls 4. Finds and provides customers with current billing information
including current balances, past due amounts and credits will following a customer service standards with less than a 3 minute handle time.
3 Weeks Direct Observation and Call Evaluation Checklist
Billing Calls 5. Takes payments by credit card or checking account debit by getting the correct customer information and verifying the payment has been received with less than a .05% error rate.
4 Weeks Direct ObservationCall Report
Billing Calls 6. Handles billing disputes by correctly transferring the call to the accounting department.
4 Weeks Direct Observation and Call Evaluation Checklist
Copyright LPI 2011
Steve RosenbaumLearning Paths International
15
• Learner– Job/Role
– Prior Experience/Knowledge
– Motivations
• Existing Content– Background
– Relevance/Usefulness
• Organizational– Culture
– Business Unit Buy-in
– Mangers/coaches
Input: Context
A great design that doesn’t
take into account
context will make a great paperweight!
Takeaway:
16
Experts or master practitioners
Input: Situations & Knowledge
17
Get experts or master practitioners to:
Input: Situations & Knowledge
Situations• List all of the situations they handle
Categorize• Organize those situations into categories
Variations• Identify how they vary on various parameters
Taxonomy
• Create a “Taxonomy of Situations” to guide creation of learning experiences.
Knowledge
• Identify the knowledge (content), strategies, heuristics, and process that experts use to handle the situations
18
LXD Process
19
• Sequence – Organizing Principle
– Simple to Complex
– Job/Task Process
Experience MapLearning Path
Learning PathExperiences (Formal, Informal, On-the-Job) Proficiency
Simple to Complex
Eligibility FactorsSimple Complex
Marital
Relationships
Citizenship
Status
……
…….
Rep
Payee
Deeming
Single/divorced US Citizen born in
US ……….
.
No rep payee Spouse to
spouse
Legally married US Citizen born
abroad ……….
.
Legal
guardianship
Parent to child
Holding out Alien Status
……….
.
Facility
w/custody
Spouse to
spouse to
child
Legally married and
separated and holding
out
Refugee Status
……….
.
Non-relative
w/custody
Sponsor to
alien
Simple
Complex
Demonstration
Guided
SimulationsSupervised WorkFacilitated Practice
Structured OJT Independent
Work
Experience Map:
Scaffolding
22
• Practice
• Timing
• Adaptive
Experience MapLearning Path
Learning PathExperiences (Formal, Informal, On-the-Job) Proficiency
23
• Modeling
• Cases/Scenarios
• Simulation
• On-the-Job
Experience Map
TypesLearning Path
Experiences (Formal, Informal, On-the-Job) Proficiency
24
LXD Process
25
• Tasks or Scenarios
• Instructions
• Work Products
• Reflection Questions
• Checklists
Learning Experiences
Develop Experience Guides
Learning PathExperiences (Formal, Informal, On-the-Job) Proficiency
Teacher Education
Teachers unprepared for classroom realities Student teaching haphazard, uncoordinated Need to focus on competence
27
28
29
30
31
32
33
Learning Experiences:
ContentLearning Path
Experiences (Formal, Informal, On-the-Job) Proficiency
Content
Takeaway:
eLearning courses should contain NO content!
75a
76a
36
• On-demand content
– Knowledge Base
– Video or Audio clips
– Social
– Checklists, Guidelines
– Mini-Tutorial
• Performance Support
Learning Experiences:
Content
Provide content and
feedback at the
Teachable Moment.
Takeaway:
37
Water Quality Association
38
39
40
41
• Targeted, specific feedback
• Types:
– Coaching
– Peer/Social
– Self
– Automated
Learning Experience: Feedback
Learning PathExperiences (Formal, Informal, On-the-Job) Proficiency
Content Feedback
Feedback enables
reflection.
Experience + Reflection =
Learning
Takeaway:
42
• Short Interactions
• Targeted Feedback
• Mobile Tech Enabled
• Coaching Support
• Coaching Network
Nano-Coaching
©2014 Cognitive Advisors LLC All Rights Reserved
“Very short burst support”- Elliot Masie
43
Nano-Coaching Cycle
Perform Task
Submit Work
Product
Notify Coach
Coach Reviews
Work Product
Specific Feedback
Approved?
• Photo• Checklist• Text• Video• Audio• Document• Direct
Observation
Email & Dashboard
Coaching Support
• Checklists, Guidelines
• Coach the Coach
• Photo• Checklist• Text
Comment• Audio• Document• Direct
Goal Achieved! YES
NO
©2014 Cognitive Advisors LLC All Rights Reserved
44
Sales Rep
45
47
Coach
48
LXD Process
49
• Change Management
• Culture Change
• Roles and Responsibilities
– Learner
– Managers
– Leadership
– Learning and Development
Prepare Context
50
LXD Process
Enabling Technologies
51Uconn.edu
Openmatt.org
www.ucsc-extension.edu
Mobile
Analytics
52
Activity Stream (like Facebook)
<Actor> <Verb> <Object>
( I did this)
Experience API
Any Learning
Experience
Experience API
Learning Record StoreLRS
Analytics Reporting
53
Gather Input
Design Experience Map
Develop Learning Experiences
Prepare Context
Implement with Technology
Perform Analytics
LXD Process
54
Analytics
55
56
Learning Experience DesignP
rofi
cie
ncy
Time (Gradually increase task difficulty and decrease scaffolding/support)©2014 Cognitive Advisors LLC All Rights Reserved
• Decide:
- Next Learning Goal
- What to Change
• Prepare
Support:
• Mini-tutorial
• Ask someone
• Lookup in Knowledge Base
• Job Task
• Simulation
• Scenarios
• Modeling
• Capture Experience
Support:
• Performance Support
• Scaffolding
• Guidance at Teachable Moment
• Principles
• Articulation
• Feedback
Support:
• Coaching
• Social Media
• Comm. of Practice
• Peer Review
• Portfolio
Skill orProficiency
Learning Experience
Design
Learning Science
User Experience
Design
Design Thinking
Learning Technology
Knowledge Harvesting
Content Design and
Curation
57
Resources • Ruth Clark• Julie Dirkson• Connie Melamed• Clark Quinn• Steve Rosenbaum• Will Thalheimer
• Jesse James Garrett
• Andre Plaut
• Tim Brown –Ideo• Juliette
LaMontagne• Nigel Cross
• Mobile• Chad Udell• Gary Woodhill
• xAPI• ADL• Ben Betts• Janet Efron• Mike Hruska• Rustici• Saltbox• Aaron Silvers
• Cognitive Task Analysis – Beth Crandall et. al.
• Rueben Tozman• Richard Sheffield
• Charles Jennings• Jay Cross
Resource List: [email protected]
Questions?Marty Rosenheck, Ph.D.
Chief Learning Strategist
@mbr1online
www.CognitiveAdvisors.com
Makers of the
TREK Learning Experience Manager
