Litmos’ Chief Studying Officer, Dr. Jill Stefaniak, just lately carried out a dwell webinar about how professionals can apply educational design rules to their Studying & Improvement (L&D) applications to raised deal with learner wants and enhance studying outcomes. On this informative digital session, Dr. Stefaniak additionally mentioned the significance of aligning educational actions, assessments, and evaluative outcomes.
Listed below are the important thing takeaways from this webinar – “Making use of Educational Design Rules for Significant Studying Experiences” – which is now accessible for on-demand viewing.
Takeaway #1: Educational Design is Each a Science and an Artwork
Dr. Jill Stefaniak emphasised the significance of recognizing educational design as each a science and an artwork, with the goal of facilitating studying and bettering enterprise efficiency.
“Educational design is the science and artwork of making detailed specs for the event, analysis, and upkeep of conditions which facilitate studying and efficiency,” mentioned Dr. Stefaniak. She defined that this angle permits for the consideration of methods that assist in designing and delivering instruction whereas additionally permitting for the distinctive, context-specific modification of designs to fulfill the wants of particular studying audiences.
Approaching educational design this manner requires a steadiness between confirmed methods and inventive, context-specific options. “That is the place (L&D professionals are) answerable for facilitating studying and bettering efficiency. We’re figuring out alternatives to assist worker and organizational targets, whereas designing and facilitating educational options that interact learners.”
2: Wants Evaluation is a Essential Factor within the Educational Design Course of
Dr. Stefaniak highlighted the significance of scaling wants evaluation within the educational design course of, explaining the way it helps groups deal with recurring efficiency issues, enhance the standard of present organizational practices, and establish alternatives for development and growth.
The responses to those 4 key questions, Dr. Stefaniak argued, would possibly assist L&D groups iron out their wants evaluation strategy:
- What are your learners’ perceptions of utility concerning coaching?
- What do your learners worth?
- How related is your learners’ coaching to each day job tasks?
- What mechanisms are in place to assist learners after coaching?
“In the event you don’t have the chance to have the ability to interact in a large-scale wants evaluation for any of your initiatives,” she suggested attendees, “then these are 4 questions that you could possibly ask throughout a kickoff assembly along with your shoppers or your design staff, simply to guarantee that everybody has a great understanding of what the wants are associated to that specific venture.”
3. Educational Actions Ought to Be Deliberate with Efficiency Outcomes In Thoughts
Dr. Jill inspired attendees to “maintain the top in thoughts,” when designing coaching, by pinpointing which kinds of information they need their learners to realize. The three outcomes she highlighted have been “Procedural information,” “Conceptual information,” and “Conditional information.” Utilizing real-world examples from her expertise as an educational designer, Dr. Stefaniak defined the delicate variations between every information kind.
The essential steps of the academic design course of, Dr. Stefaniak famous, are an excellent instance of “procedural information,” in that that they convey fundamental ideas and information associated to a selected matter and are specified by a scientific and linear manner. Varied foundational studying theories – describing the methods wherein learners retrieve and course of information – could possibly be seen as conceptual information. And lastly, conditional information – in response to Dr. Stefaniak – is what an educational designer would possibly apply in the true world, when they’re participating with stakeholders, shoppers, or learners in a wide range of situations. Constructing real-world situations into studying applications can reinforce this sort of conditional information for learners, no matter the subject material.
Dr. Stefaniak additionally burdened the significance of assessing the educational match, alignment, and congruence of a studying program to make sure that L&D turns into part of the office tradition, fairly than an remoted exercise. “Taking a look at methods wherein we are able to obtain educational congruence by empowering our learners, that is the place L&D may be seen as being central to office efficiency. Not simply separated as ‘L&D efforts’ or ‘trainings that learners must undergo,’ however having (staff) consider L&D as simply being a daily a part of their job.”
The presentation ended with a energetic Q&A session, wherein Dr. Stefaniak responded to questions concerning how educational designers measure utility in wants assessments, variations between varied studying outcomes, finest practices for qualitative information evaluation, and scaling studying applications for distributed groups.
The core message of Dr. Stefaniak’s presentation was that studying leaders and L&D professionals ought to try to create essentially the most intuitive studying experiences attainable, present essentially the most worth attainable to particular person learners, drive engagement by studying, and provides staff the instruments they should apply related information inside their organizations.
Able to discover how educational design rules might enhance your office studying applications? Watch the webinar recording.
