The Effects of Age, Media Packaging on Designing Training Systems
W. Randall KoonsModeling and Simulation Information Analysis Center
(MSIAC)Alexandria, VA USA
Current Email:
December 2006
Media Exposure, Expectations and Age
Most everyone involved with training has been exposed to media
Media affects conscious and subconscious expectations
Media exposure and expectations are affected by age
Who is Typically Involved In Training*
SPONSORS
AGE: ~50-65WWII
BOOMER
~25%
~75%
SR. DESIGNERS
AGE: ~30-50
BOOMER
GENERATION-X
~20%
~80%
LEARNERS
AGE: ~18-30
GENERATION-X
MILLENNIAL
~30%
~70%
*These are generalizations and assumes that while there are younger designers, the Sr. Designers often determine policies and approve designs
Generational Differences
Multiple generations at work have different media exposures*
Media exposure is a function of historical context
They have different expectations and learning styles
Understanding differences will yield better training systems
*Beyond generalizations, media exposure may be domain specific and is not a rule
AGE IN2005
1940
1945
1950
1955
1960
1965
1970
1975
1980
1985
1990
1945
1950
1955
1960
1965
1970
1975
1980
1985
1990
1995
1960
1965
1970
1975
1980
1985
1990
1995
2000
2005
2010
65
60
55
50
45
40
35
30
25
20
15
BORN 5 20THE YEAR YOU WERE:
Training ParticipantsFormative Years: 5-20 1940 1950 1960 1970 1980 1990 2000 2010
5--20
5--20
5--20
Formative years: when information is typically
absorbed, which becomes the basis for future decisions
1940 1950 1960 1970 1980 1990 2000 2010
Available Media: 55-70
5--20
STAR TREK: TV & 2001
TV: COLOR
TV: BLACK & WHITE
RADIO
PHOTOGRAPHY
PHONOGRAPH
MOTION PICTURES
Limited available of media options during this Sponsor’s formative years. Color TV, Star Trek, and 2001 were added.
1940 1950 1960 1970 1980 1990 2000 2010
Available Media: 70-85
5--20
NON-LINEAR EDITING
MTV
TV: SATELLITE
VHS VCR
TV: CABLE
ATARI PONG
STAR WARS
SESAME STREET
PLUS ALL PREVIOUS
Major media additions became available to this Designer during her formative years. Sesame Street is a milestone.
1940 1950 1960 1970 1980 1990 2000 2010
Available Media: 85-00
DVD
HDTV
DIAL-UP WEB
JURASSIC PARK
WINDOWS PC
NINTENDO 5--20
PLUS ALL PREVIOUS
During this Learner’s formative years major media additions were added with Nintendo and the PC as milestones.
1940 1950 1960 1970 1980 1990 2000 2010
New Boundaries in an Accelerated World
PRE-SESAME STREET
SESAME STREET
NINTENDO & PC
MEDIA GENERATIONAL COHORTS
5--20
5--20
5--20
Pre-Sesame Street
Sesame Street
Nintendo & PC
Accelerated Pace Rate of changing media
is accelerating
Far more and more powerful media options available to Learners during their formative years
1940 1950 1960 1970 1980 1990 2000 2010
TV Media Keeps Pace With Change
PRE-SESAME STREET
SESAME STREET
NINTENDO & PC
MEDIA GENERATIONAL COHORTS
5 sec.
15 sec.
30 sec.
60 sec.
5--20
5--20
5--20
TV Commercial length has been shortening as media evolves
Information compression
Sponsors grew up with average of 60 sec. commercial (spot) length
Designers experienced 30 sec. spots
Learners conditioned with 15 sec. spots
Average length of TV commercials
Pacing and Production Value
Pacing is the rate at which information is presented
Production value defines the quality of information packaging
Pacing and production value have been increasing and improving
Media Pacing & Production Value: 1955
~5 years old
1955
1970
1985
2000
2005
CONTINUE PRESENTATION
Media Pacing & Production Value: 1970
~20 years old
~5 years old
1955
1970
1985
2000
2005
CONTINUE PRESENTATION
~35 years old
~20 years old
~5 years old
1955
1970
1985
2000
2005
Media Pacing & Production Value: 1985
CONTINUE PRESENTATION
Media Pacing & Production Value: 2000
~50 years old
~35 years old
~20 years old
1955
1970
1985
2000
2005
CONTINUE PRESENTATION
Media Pacing & Production Value: 2005
~55 years old
~40 years old
~25 years old
1955
1970
1985
2000
2005
CONTINUE PRESENTATION
Television and Advertising Creativity
Most TV is sponsored by advertising, which must successfully promote products and services
Three elements of advertising creativity: Divergence Relevance Effectiveness
Creativity in Advertising Theory
DIVERGENCETO AUDIENCE
Package & Presentthe Message
3. Designer packages the divergent message for a target audience - TV Ad
RELEVANCE TO AUDIENCE
WIDE AUDIENCE
4. Wide audience views Ad that is relevant to target audience
ResultsEFFECTIVENESSFOR SPONSOR
5. Results measured in product sales: Financial Benefit
DESIGNERCreate Message
2. Designer creates messageNEED
SPONSOR 1. Sponsor needs to sell a product
Creativity in Training System Design
NEED
SPONSOR 1. Sponsor needs to train to use a tool
Create Course of Instruction
DESIGNER
2. Instructional Designer creates course of instruction
RELEVANCE TO AUDIENCE
TARGET AUDIENCE
4. Target audience only receives instruction
ResultsEFFECTIVENESS FOR SPONSOR
5. Results measured by productivity and safety: Financial Benefit
3. Designer packages and delivers instruction to target audience
Package & Presentthe Instruction
DIVERGENCE TO AUDIENCE
Learning Styles
Theory of multiple intelligences proposes different learning styles: Linguistic…..Traditional Education Logical-mathematical…..Traditional Education Visual-spatial…..Learner Bodily-kinesthetic…..Learner Musical Interpersonal Intrapersonal Naturalist
Passive vs. Active Learning
PCs, videogames, and the internet encourage active learning Not limited to linear content Can navigate to what is relevant Effect the outcome of the experience
Ignore active learning style and you may: Not engage the audience Reduce the training’s
effectiveness
Traditional Improvements
Increase production value by adding: Live-action video – expensive Animation – expensive Audio
Increase interactivity Hyperlinks
The Modeling & Simulation Alternative
M&S is more familiar and relevant Interactive M&S increase production value Model concepts and processes Real-time interactive visual simulation
Modeling & Simulation Advantages
Cost effective visualization Inexpensive rendering engines Reuse models and dynamics Runtime visualization No practical limit to length of visualization
Low data footprint of application and database compared to video clips
Runtime modifications
Know Your Audience – It’s for Them
Advertisers know their audience
Training designers should know theirs
Training systems often lack relevance
Annoying user interface designs
Why should ‘fun’ be part of training?
What’s wrong with younger people?
Different learning styles and expectations
Entertain, Engage, Educate – E3
Entertain: Grab the Learner’s attention (divergence)
Engage: Provide improved production value and interactivity (relevance)
Educate: An engaged audience will improve results (effectiveness)
Conclusions
Training serves the bottom line
Use techniques from advertising
Profile your target audience
Design for the Learner
Meet their expectations
Use E3 and training will improve
Improved training will yield cost benefits
Proposed Rules for Training Design
Design for the target audience
Acknowledge that media exposure shapes expectations
Match training to media awareness and learning styles
Employ interactive M&S to improve production value
Get past, “It was good enough for me so it’s good enough for them.”
QUESTIONS
Contact Information
W. Randall (Randy) KoonsPublished while at:
Modeling & Simulation Information Analysis Center (MSIAC)Alion Science & Technology
Current Contact Information:Randy Koons
Creative/Technical DirectorIris Studios
4316 Silas Hutchinson Dr.Chantilly, VA 20151