E-Learning Design Matters – Creating an Experience



hi there this is Jason we're looking at an e-learning resource here and I thought I would take you through a series of sort of features and ideas and principles with an e-learning resource in terms of being an experience for the learner and by that I mean you know we can always put up some source content put up some quizzes find ways of checking and monitoring how much they've learned and and know about some of that content but how do we get the learners to sort of get this feeling that they're getting more of an experience through the e-learning and there's four sort of things that they're not the only things but they're therefore very important things I think which I'm going to show to you through this resource they are scenery sound self-awareness and scenarios and I think those four s's can all be very crucial when it comes to creating an experience for the learner so you're just what you're looking at here is a resource that's being put together for 16 to 18 year old trade students and it's a combined safety and literacy resource that they're working on here so I'm just going to refresh it to show you what what it looks like when the learners actually open it up it'll actually open up like this now you know straight away I'm talking about scenery here this is the building this is the school where the where the learners attend the classes and I didn't start it off with things flying around and sound bursting out because I think that first scene is really important for learners in terms of feeling calm not feeling that they're getting stuff actually thrown at them through the screen you know it's possible to overdo your sound and your and your sight and your in your action that can actually be a bit intimidating to some learners you know if there's a lot to look at on the screen now they've got a menu here which sort of indicates the how the learning resource works in terms of the sequence and then we've got our input text on the top and I think a lot of learners just like that chance to have a look at the interface without feeling like you know something's about to happen bang just let me have a look at it first let me get a grip on this a bit and the same we've set here is well this is the school this is the Institute and you know when you're ready you can click on the screen to get started so I'm just going to shrink this menu here and you know they may decide to actually open up one of these texts and just see what's going on but when they are ready to go they can click on the screen and we'll see what happens okay it's always good to have a music control volume if you're going to have a lot of sound resource some people don't like to have a reason clearing out at themselves we give that up to turn it off completely and the first thing they're going to be asked to do is to talk in their face man and as you can see we've got another scene already now just turn that volume down and this you know that brings up my second point the sound that soundtrack was quite deliberately chosen in terms of being a bit energetic bit industrial sounding because that's what I wanted to use to go with this idea of these guys work in the hard trades what are the so-called hard trades and I wanted something that's sort of got that feel across and that feeling of a bit of energy without it being over-the-top or without it being too corny so you know I did actually spend a long time looking for appropriate sound to go with this and you can notice here that it's it's just talking to me directly it says thanks Jason and welcome and as they go through these initial introductory assignment overview stages now this this brings up that idea of self-awareness you know a lot of people call this personalization in an e-learning resource you know when it says it talks to them directly and actually mentions them by name I call it more sort of self-awareness because look I don't think any of our learners are out there under our under any delusions in terms of knowing that this is basically an algorithm that is set up to remember their name I don't think they think that this is a sentient program that you know actually knows them and actually talks to them so I think it's not so much a matter of trying to fool them into thinking that this is alive eh I it's more just a reminder that that you the learner you're here you're part of this you're doing this and that's what I would refer to it as self-awareness if they can get the the the regular reminder that it's them that are doing this that they are the ones participating in it I think it just creates that awareness that they are they're not somebody clicking the buttons they're a purse that's you know interacting with this material so that's what I meant by self-awareness now you know the scenery here I'm I've got a bit of a work work safety style theme and I'm using quite a lot of imagery I've spent a lot of time going searching around and finding the right imagery to go with this a couple of different hard trades because we've got about 17 or 18 hard trades that we cater to with this cohort so you know I've got some wood workshop some metal workshop you know electrical that sort of stuff and and that scenery I think is important to get that feel across now I'm just going to now in terms of this being an experience the assignment is broken into three parts now what I want to do is rather than just say you know they've got to read these three texts that's that they correlate to the three parts of the assessment and you know these instructions actually what work through and explain that to them but I wanted to do something that was a little bit more original a little bit more sort of grabbed their attention in terms of starting off each part of each part of the assignment each section that goes with these three texts I didn't want them just to open up the text and then answer quiz questions I wanted to do something a little bit more novel so let's look at what I I came up with turn the volume back up not too high if we go the first part of the song now as you can see there it was just a wood workshop thing if you actually look at the text that we're actually going to read in a moment it's it's about not stuffing around in a workshop and it's about being careful with your PPE your personal protective equipment so that first little slide gave them that scene of the workshop and and it did sort of introduce that idea of not stuffing around but then it goes to this scene here it says perhaps you're a bit in the dark when it comes to safety glasses look for a green or blue space to start shedding some light on the issue and I think I'm trying to create curiosity here so you know what are they talking about oh there's a green spot just by wandering around on the screen I got this green spot alright so we'll click on that and see what happens okay well we've got a bit of a picture of a workshop area with the safety glasses yep you'll certainly need to be wearing safety glasses there keep looking oh there's another thing so the idea is that the learners will get these little messages that go with these different parts of a scene they'll wander around until they see something light up and they'll click it and yeah as you can see these glasses keep popping up and you start to realize well this is all one big scene here that's right whack them on the moment you walk through the door and it's starting to see the big picture yet well hopefully they are and basically here it's saying you know wear your safety glasses at all times no matter where you are in the workshop do you get the picture now if they press no here and I've got a lot of students who'll say well no I don't get it you know just to be a bit smart well if if they click on no here well it'll say fine maybe we need to present that to you again it'll take them back to the start of this scene and say you know look for the spaces again work your way through it again whereas if they say yes you know these things will all move out of the way and the glasses will all peel off and then the scene will fade and it will go to you know the first part of this assessment now the important thing there was that that workshop scene was actually the the workshop that they will actually be working in that's our own workshop so you know whenever you can use real realistic or actual scenes in your e-learning material scenes that correlate the things they're actually doing on-site somewhere you know that really does create that feeling of an experience because it links to a real-world experience they can relate to and these guys will either have already been in that workshop or will be just about to go in there to do something so that's good in terms of the scenery and that that was a sort of scenario to it to some degree but it was more of a sort of a quick discovery style scenario where they you know get that idea of the safety goggles and we did the same thing here in the second part of the assignment which is the second text called playing the percentages and let's just have a quick look at how I handled that okay so this one's about playing the percentages and I thought well the text if you actually have a look at the text this is one of our work these were all written by our workshop teachers and that's another point in terms of the relevance I actually went and got our actual workshop teachers to write an account of what they think really matters in terms of workshop safety you know if they were to narrow it down to one or two things what do they would really want people to remember and this guy's sort of made it about being consistent and disciplined and what he called playing the percentages because he's a bit of a sporty guy who likes his sport so I thought why don't we create a scenario leading into that text you know says Jason welcome to AFL Friday night footy you're playing your first game for the Sydney Swans as a rookie okay why would I choose the Sydney Swans I'm in Victoria most of our learners are you know they're from Victoria they'll be a lot of them are quite passionate AFL football fans but Sydney is an interstate team and no one really sort of hates Sydney you know everyone sort of likes them a bit so I deliberately chose that idea or plus they're the current reigning premiers so they're pretty well known at the moment so I thought that would be a really good team to feature as this team that you're playing in as a rookie in this scenario so what's going on you're playing in the back pocket and Richmond have just kicked a point to go one point up one minute remaining in the game you notice how the arrows sort of pop up I've deliberately timed it so that the arrows will hopefully pop up and about the time a reasonable reader would get most of the way through that text then the arrow will pop up and that that's harder to do than it sounds that you actually have to put text up and then read through it at a reasonable rate and then time it so that your next your transition arrow comes up but that creates a more flowing experience for the learners a teammate in the Gow square tell to kick in what you do from here depends on what sort of player you are okay so remember that you know the the idea of the text was playing the percentages we're in a scenario here in a game let's see how this works all right those thumps were actually the sounds of balls being kicked footballs being kicked that's another little sound effect just for a little bit of realism that I wanted to poke in to this and this has a sort of game-like feel to it so the idea is that they're kicking out from fullback the the learner is playing for the Sydney Swans and have to kick the ball out and there are going to be four options here in terms of how they kick it out and all they have to do is roll their mouse over one of the balls and the option pops up when it gives a bit of a it gives a bit of a visual look as well as a quick description and says you know this is the option if you want to take that option you click on that number and as you can see the options are all slightly different or very different actually and out of these four even though I haven't told the learners this I mean one of them really is a sensible reliable disciplined way of kicking out from fall back in a stressful situation so let's look at the one one of the ones that wasn't a good idea in this case where it says look why don't you split the game open by playing on from the Gauss quadrature players and reust the ball into open space look I'm using language and terminology that that our learners can relate to so if they want that even though it's pretty clear that's probably not a really sensible option but if you want to be a hero fine go ahead and try that one and then you get that ball spinning in the kick sound and as it turns out you get about five meters and you get tackled to the ground you're penalized for holding the ball Richmond you know get a free kick and kick goal and you lose the gang what happens well you get to go to black and white and you see a picture of dejected Swans players walk off the ground because basically by you trying to be a hero and playing a very low percentage play at a fullback you lost your team the game so it says well why don't you go back and just try that again and all three of these first options here basically they're different but they all result in a loss and this fourth one here is the you know probably the most sensible option and there's a couple of hints in that text that you know it's a drill you've done hundreds of times in training it's an essential play in your team's basic backline gameplan all right so there's a few hints there that this is probably the best move so you you kick it in you know you you do well the ball moves down the ground see what happens instead of going to a defeat scene you go to a victory scene and you and the ball goes down and Adam Goodes takes a screamer and kicks a goal and the coach mentions after the game specifically what you did out of fullback was about playing the percentages playing the safe option playing the reliable option and then it says will now look at another way of interpreting playing the percentages if you click on that it then takes you to your your task for the second text where you open up this playing the percentages thing and then you read it and you answer the questions so as you can see we've used a scenario that our learners hopefully can relate to and be a bit entertained by as a leading to this what what by itself would have been a little bit interesting I guess but nowhere near as interesting if we give them a bit of real-world context and a bit of entertainment in the form of a very nice visual scenario to you know lead them into this top part of the text and these third part of the assignment now that scene was deliberately chosen because we do do metal workshop and the you know we do have a lot of learners who will work in the metal trades so I didn't want to just have wood work based scenarios I wanted to have a bit of metal in there as well now I haven't put a scenario in this one all I did was have that opening and then it jumps into the quiz now this is what the rest of it looked like before I put in the scenario so I still need to put in a scenario here to start this section of the assignment because you know I've done it for the other two I'd like to do it for the third and in that third text it was about safety really being about attitude you know what sort of attitude do people have around you and in this case our actual teacher who wrote this he got his arm crushed in a log splitting machine that he had tagged out but a colleague you know ignored took the tags off and just turn the machine on while he was under it trying to repair it so I'm gonna come up with some sort of some sort of scenario based activity that can lead into that idea whether it's tagging out something whether it's looking at I might expand it and look at a variety of different scenes where there's a clear a clear warning not to do something or not to go somewhere something being out of bounds and you know you know what what are you going to do and then you know what the results of that and why and I might take them through a variety of those little sort of simple scenes before they go in and read this text but the challenge to me is how do I make it a bit intriguing a bit interesting and really catch their attention in that scenario format so that's a challenge I still have ahead of me for that part of the assignment but you can see we've got will in the end we'll have three scenarios will you know each part has a very scene based with with a good soundtrack sort of lead-in plus something that they actually do in a scenario sense and hopefully I'm creating more of an experience for our learners maybe they're going to remember this a little bit you know in terms of creating the triggers the memory triggers for knowledge and skills you know if they remember the football game part of this for example just using this alive probably that's best ice just look at it I think that for itself catch their attention so when we use something a lot more active and something related or correlating to what we're talking about but in a different setting something that they can really sort of understand straight away hopefully that will create that memory trigger so that is a bit of a look at the idea of creating an e-learning experience through scenery and your sound yourself awareness creating that self awareness through the personalization of the name at the start that name then is triggered throughout the material and that idea of active scenarios that they need to participate in in order to sort of get it one interesting thing is that if I open up this assignment and to show you all the other parts inside it these are the basic quizzes and these are the texts I think putting in those experiential frames around the sections probably took as long if not a bit longer to create and make than the actual quizzes and the content and that's an interesting sort of principle to bear in mind if you really do want to create an experience for your learners through your eLearning you may need to dedicate half again about the same amount of time that you did to the content and the quizzes you may need to dedicate that amount of time again in that amount of time again to those scenario-based scene based music based frames that go around it because I bought the images that go with the different scenes and I also went hunting for soundtracks and purchased those you know there's a lot of a lot of sort of research and trial and error that you need to go through in order to create those little frames that go around it but I think even though they're little things that the learners might click through in a matter of a couple of minutes even though it might have taken you four hours to push to put this scenario together if you've created the memory trigger for them that that just creates something that they'll remember and that they'll appreciate you know doing at the time then that's four hours of e-learning development and design that was very well spent I think so yeah that's the creative creating a bit more of an experience with your e-learning I hope that gave you some ideas

6 Comments

  1. Alen Alen said:

    Hi guys, this video is really very nice.Maybe you will interesting about this site. Check
    it 🙂 http://training-online.eu/e-Learning-Solutions

    June 28, 2019
    Reply
  2. Pauline B said:

    I really liked this video on e-learning experience. What did the actual students think about it? Because that's what it's all about, isn't it?

    June 28, 2019
    Reply
  3. lee anne said:

    completely the most amazing tutorial i have ever seen.how do you think of the concept? wow awesome thank you

    June 28, 2019
    Reply
  4. mitooquerer said:

    I like your videos but the two on Design Matters are really inspiring. Thanks a lot! I am starting to use the same software AS and can appreciate your optimal use of the available resources. You are a good designer (in terms of color, shapes, etc) and I can also find in practice many of the principles of the Multimedia Learning Theory (Richard E. Mayer and others). Hopefully you'll get more than 256 views!! Greetings from Costa Rica, keep the videos comming!!

    June 28, 2019
    Reply
  5. Sean Bernardino said:

    This is really an amazing video. Thanks Jason. Can't believe this has 198 views so far. Keep 'em coming. I'd love to watch more. The 4S' I'm going to remember this one.

    June 28, 2019
    Reply
  6. Cath Ellis said:

    Thanks Jason, this is an amazing tutorial, thank you

    June 28, 2019
    Reply

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