Our Learning Design Methodology

All too often, learning material is simply thrown together. The material may consist of a sequence of classroom seminars, a set of slides or a series of written articles or web-based multimedia assets. In such cases, little or no thought is given to instructional design. Consequently, the material has an ‘accidental’ structure or design – and accidental design is almost always bad design. Bad instructional design results in ineffective learning. This translates into poor ROI for businesses that have bought the learning material.

The value of good instructional design

When a learning product has been well designed:

• the learning material meets the needs of the business, ie learners acquire the abilities   that the business needs them to acquire
• the learner feels stimulated throughout
• the learner retains the acquired abilities after the learning experience is finished
• the learner is able to apply the acquired skills in his or her working environment on an   ongoing basis

This amounts to a learning product that is centered on the learner (rather than on the instructor, as in more traditional approaches) and a measurable ROI for the business that has commissioned the training.

Cognitive techniques

Psychologists have extensively researched the cognitive processes that are involved in learning. Modern instructional design techniques make use of this research to structure courses so that they best fit those cognitive processes, and so maximise the effectiveness of the learning experience.

The LDM used by Wide Learning is called OPCA (outlining the process of Orientation, Presentation, Consolidation, and Assessment); we have been developing and refining this over the last five years:

Orientation operates at both module and section levels. Each module begins with a map that signposts the sections, so the learner knows in advance what the section-level learning objectives are, and therefore learns more effectively. Each section begins with an orientation page that signposts the pages in the rest of the section, and which achieves the same effect at a lower level.

Presentation consists of one or more pages that meet learning objectives required to meet the section-level learning objective. Page types (text and media assets) are chosen to be appropriate to the type of information being presented, and to compose a media mix that stimulates the learner.

Consolidation is a crucial part of the learning process. If material is presented without being consolidated, the learner is far less likely to retain and be able to apply it. Consequently, all presentation pages are followed by a page that consolidates (usually through a practice exercise) what has been presented.

Assessment takes place at the end of the module. This allows the learner’s progress to be assessed through a standard or customised testing engine.

One of the major benefits of e-learning is that it allows each individual to learn at a speed, and in a style, that is best for him or her. Our experience with OPCA shows that a 40 minute module will help most learners to improve their knowledge of the subject by between 50% and 100%. This is phenomenally successful, and we have yet to see any classroom trainers who can produce evidence of similar results through more traditional means.

It is also important that the LDM should allow for customisation. Any training is more effective if it is customised to the learner’s work environment and this is even more important when dealing with compliance training. Customisation, though, can’t be random; the capacity for customisation has to be designed in from the start. Where this is done, the effectiveness of the learning is improved even further.