Designs on Learning: An interview with Stephanie Dedhar

This video is the second of a series of interviews that I am conducting with leading e-learning designers in the UK, in conjunction with e.learning age magazine. This one appeared in the July/August issue.

See the first interview with Mark Bennett.

Video for learning: part 1 of my interview with Nice Media

Designs on Learning: An interview with Mark Bennett

This video is the first of a series of interviews that I am conducting with leading e-learning designers in the UK, in conjunction with e.learning age magazine. This one appeared in the June issue.

I have deliberately chosen to interview the new breed of successful young designers, rather than the old hands, to hear what fresh perspectives they may have on design and to give them a chance to show their work. I hope you find them enjoyable.

I'll try and post one up every 2-4 weeks, although if you want to see the very latest videos, you'll need to go to the magazine.

Tips for blends 10: Extend the blend along the whole learning journey

For far too long we have deluded ourselves into thinking that we can achieve meaningful learning through a single live event or using a single resource, however brilliantly these are facilitated or designed. Learning is a process, a journey, which requires takes time and a wide range of initiatives, some by teachers, trainers and coaches, but many by learners themselves.

One of the primary arguments for blending is that it allows us to dispense with the idea of learning as an event and look to provide just the right support to the learner at every step they take from ignorance to mastery. This starts by helping them prepare for the journey they will be taking, providing formal learning activities and resources, encouraging application to the real work situation, and then following-up as long as with needed with additional input and guidance. That�s further than most learning departments currently go, but anything less is a job half done, at best.

And that's all folks!

Tips for blends 9: Recognise that face-to-face learning still has an important part to play

However fast your bandwidth and however high-resolution your webcam, you cannot fully replicate a multi-sensory, face-to-face experience online � at least not for now. There are occasions when learners really do need to get hands-on with tools and equipment (perhaps even with each other), explore a real physical space, be aware of the body language of others in the room or just experience the magic of the occasion.

Most learning does not require you to be face-to-face with others � just like you happily listen to music on your iPod, watch sport on TV or films at the cinema � but some does. While face-to-face learning will increasingly become the special case rather than the default, it will still have a valuable role to play. Imagine if you never, ever got to go to a theatre, watch a live band or join the crowd at a football stadium.

Next: Extend the blend along the whole learning journey

Tips for blends 8: Keep all ideas about technology out of your mind until you�ve fixed on a suitable method

Technology will rarely make much of an impact on the effectiveness of your solution. Yes it could make it faster, cheaper, more flexible and more scalable, but it won�t guarantee that you achieve your goals. The first priority in any learning design � once you have a clear understanding of the requirement � is to establish the strategies that will best facilitate the required learning for your particular population.

Once you have a strategy that you believe in, don�t compromise. There is absolutely no point in going for a highly efficient solution that doesn�t work. So, take each element in your strategy and ask yourself how you can deliver this efficiently and flexibly, without compromising on the intended outcomes. Technology is a tool, not a goal in itself.

Next: Recognise that face-to-face learning still has an important part to play

Tips for blends 7: Keep a balance between the synchronous and asynchronous

Asynchronous media work at your pace � there is no requirement for you to be �in synch� with anyone else. You can consume the contents of books, DVDs and iPods � or their online equivalents � whenever you want; you have similar flexibility when you communicate using email, forums, SMS and social networks.

But there�s something special about participating in a live event in the company of your peers. It focuses your energies and helps to ensure you keep up-to-date with your self-paced learning activities. Synchronous experiences, whether face-to-face, online or on the telephone, enrich a blend and provide it with momentum. Sometimes a blend can be too flexible � it makes it too easy to put off those essential learning tasks until another day.

Next: Keep all ideas about technology out of your mind until you�ve fixed on a suitable method

Tips for blends 6: Use guided discovery to get across the big ideas

Some tasks are rule-based � they are carried out in accordance with clearly laid-down policies and procedures. But nearly all jobs also require the incumbent to make judgements in highly variable situations. These tasks are principle-based; they rely on the employee�s ability to make sense of the myriad of cause and effect relationships that impact on them in their work.

It is rarely effective to convey principles through exposition or instruction. You will not be nicer to customers, stop eating chocolate or finish your meetings on time just because someone else tells you these things are important. You need to discover the big ideas for yourself, either through hard experience or through a learning activity that has been designed specially to encourage those �aha� moments.

Next: Keep a balance between the synchronous and asynchronous

Tips for blends 5: Build in lots of opportunities to practise new skills

We have already discussed how easy it is to overload learners with information, particularly abstract theory, facts and procedures. Another side effect of our focus on knowledge is that we allow far too little time for learners to practise new skills. Imagine if you went to a tennis lesson and spent the whole time watching videos and discussing tactics: how frustrating this would be?

Generally speaking it�s best to provide the learner with the absolute minimum amount of information they need before they can start practising. You can top up on the theory later, as they encounter difficulties and are striving to get better. That�s why coaching can play a valuable role in so many blends.

Next: Use guided discovery to get across the big ideas

Tips for blends 4: Don�t overdo the self-study

Self-study provides attractive benefits to learners, particularly in the control that it allows them over what they learn, when, where and at what pace. It also puts a smile on the face of the finance director, because it�s so cheap, at least when there are lots of people who require training. But blends have to be effective as well as cheap and flexible. As we�ve seen, they must deliver in terms of performance.

Self-study works well in small doses, but we are social animals and we need to externalise our learning, to reassure ourselves of our progress, and to compare our thoughts with others. Not only that; after prolonged periods of self-study we are going to be bursting with questions and comments that can only be adequately resolved by contact with coaches and experts.

Next: Build in lots of opportunities to practise new skills

Tips for blends 3: Focus on performance, not knowledge

Schools and colleges exist primarily to foster learning. Employers are only interested in learning to the extent that it influences performance.  Employers invest in learning interventions because they believe these will positively impact on their key performance indicators, but they have lots of other ways to spend their money and need reassurance that they are getting a good return.

So, focus in on business needs and what employees need to be doing differently or better if these needs are to be met. Then ask yourself what employees absolutely must know if they are to do the things that the business needs. This focus will ensure you don�t overload employees with information they don�t need and that, instead, you provide lots of opportunities for them to practise and build confidence.

Next: Don�t overdo the self-study

Tips for blends 2: Try to stop the subject expert and the client dictating the solution

A subject-matter expert should be your friend and partner, but he or she should not be your master. Their role is to ensure the quality of the technical content; yours is to ensure that the learning objectives are achieved. Of course the SME may be able to provide you with valuable insights into the best ways to communicate their expertise, but they are not ideally placed to offer this advice. Why? Because subject experts suffer from �the curse of knowledge� � they believe that every aspect of their subject is not only of vital importance but intrinsically interesting to just about anyone. They are wrong.

The situation is similar with clients and other forms of project sponsor. Try not to let them dictate to you how their needs should be met. Your relationship should be one of professional adviser, not order taker. The client�s responsibility is to articulate their needs. Yours is to help them to meet these needs effectively and efficiently.

Next: Focus on performance, not knowledge