Online Learning 3.0: How to do it
I was reading Edward Daciuk’ article on the eLearning Industry blog entitled: “Online Learning 3.0 Is Happening and You’re Probably Behind.”. It’s an interesting read, I recommend it.
In the next to last section, Daciuk answers the question: What is Online Learning 3.0? He writes that “It’s an evolution to a student-centered world [that] leverages advances in learning science and tools to make learning faster, more effective, more enjoyable and applicable to a larger set of learning areas.” He lists 12 fundamental aspects. The four that captured my thinking are presented below:
- Involves “learn-by-doing, with interactive content and assessments
- Integrates external materials and engagement tools (e.g. gamification, mobile, social integration, etc.)
- Provides human involvement at scale (e.g. online coaching or group collaboration)
- Is delivered in the context of lifelong learning programs.
I thought I’d take a stab at how I’d approach the task by incorporating the four fundamental aspects listed above. Feel free to add to or comment upon my approach.
An Example of How This Might Be Done
1. Learn-by-doing with interactive content.
If the instructional program’s purpose is to teach someone how to perform an online or computer-based task the learn-by-doing is a no-brainer. Just create an interactive simulation with remediation loops.
However, let’s say the purpose is to help virtual team leaders better perform a task they face on a routine basis, such as lead a virtual meeting. The first thing the instructional designer (ID) must do is ascertain what are the behaviors associated with effective leadership of a virtual team meeting. That should be based on research and the organization’s culture, norms, and values. The research may also include a survey of all virtual team members and their leaders. The behaviors become the course objectives. Let’s assume there are six key behaviors (KB).
To begin, the ID has to determine the best way to: 1) present the key behaviors and the rationale behind them (That's not as easy as it seems. There's a lot of psychology involved in doing it well.), 2) demonstrate/model the KB, 3) assess the extent to which the learners perform these behaviors and the frequency at which they are performed on the job.
Step two: the ID develops an initial assessment to determine which of the six KB an individual learner can pass over and which must be learned or improved. This individualizes the course for each participant.
Let’s assume our hypothetical virtual team leader has four skills to learn or improve based on the assessment. The instructional designer must now create four skill development plans and incorporate them into the various components of the program, online and in person.
2. Integrate external materials and engagement tools.
The next challenge is creating interactive content (virtual and non-virtual).
Step One: Feedback. It is important that the virtual team leader, himself or herself, believes that improvement is needed. That can be accomplished by presenting feedback from his or her online assessment. But, the feedback would be more meaningful if it included input from the team leader’s supervisor and team members. That can be accomplished by having them complete an online version of the assessment. All that data is combined into an overall assessment and sent to the team leader and the person who will be coaching him or her throughout the online learning program. An initial meeting is scheduled shortly after the feedback has been sent to both parties. (It is very helpful if the coach has received coaching training and information on appreciative feedback before he or she begins meeting with the team leader.)
Step Two: Goal Setting. If the ID is really good, he or she can create an app that identifies the learning goals and provides a list of learning methodologies from which the coach and virtual team leader can select the most appropriate or preferred.
Step Three: Development Methodologies and Materials. In an article I wrote for Training magazine (Creating Blended Learning for Small to Medium-Sized Business, January/February 2017, pp 10-11), I listed 8 components of a blended leaning program. These are: ILT, OJT, online learning materials, online reference materials, structured study activities, social/informal learning, coaching, and mentoring. You can read the article to learn more about them. The idea is for the coach and virtual team leader to select those components that are the most suitable for the situation. They should be engaging based on the team leader's preferences.
Game mechanics such as online challenges (actions to try while preparing for, during, or after a virtual team meeting), online quizzes, leveling up, points, and other rewards for accomplishment should be considered. There are over 200 game mechanics that can be incorporated into a development program such as this.
3. Provide human involvement at scale.
In addition to four online learning programs covering each of the four identified development needs, the coach and team leader may decide to include direct observation and feedback as part of their coaching regimen. There may be supplemental training programs on team leadership theory and practices, as well (hopefully, the initial assessment covered that).
One methodology that I highly recommend be included in the blended learning approach is a cohort of peers who are experiencing the same situations. While their individual development needs may differ (and ideally they would – so they could help in their areas of strength and seek help in those they need to develop) putting them together reaps several benefits.
I would include an online log (private) or blog (public) that learners use to record gained insights and comments about their progress and the program. The content of either the log or blog can be written, spoken, video-based, or a combination.
4. Deliver in the context of lifelong learning programs
Lifelong learning probably exceeds the scope of most organizational learning and development programs. Let’s modify that to career development and enhancement programs. The purpose of such a program is to provide the virtual team leader opportunities to acquire other skills should he or she want to change career paths, or pursue personal interests. Assessment tools, such as the one described in Step Two of item 1, can be developed for job families and made available for any employee who meet the criteria for moving into another career path. There may be an online assessment to make that determination.
The point is that, learning and development is likely to be more appealing to employees if L&D is viewed as an ongoing process for all employees.
Conclusion
I’m a firm believer in blended learning. I also firmly believe that people learn best by doing repeatedly and receiving corrective coaching. Hopefully, this article provides some insights as to how that can be done by incorporating online learning 3.0.
