Newsletter of the Society for Technical Communication, San Francisco Chapter June/July 2009

Deeper Instructional Design: Learning Design for How People Really Learn
Presented by Clark Quinn, Ph.D. and reviewed by Hallie Sinor

Why are drop out rates for e-learning as high as 80%? Clark Quinn, Ph.D., opened his presentation by examining how e-learning frequently is under-designed and overproduced. There is a mismatch between what learners need to do on-the-job with what we expect them to learn. The focus on knowledge acquisition over skill building often creates a data dump. The result—learners disengage from the experience.

Dr. Quinn then explained how to liven up rote instructional design to engage and motivate the learner. Deeper instructional design incorporates cognitive research findings on our brain and how we really learn into the design process. It shifts the e-learning focus from what the learners need to know, to how best to equip them with decision-making skills for real challenges and shifting circumstances on-the-job.

Dr. Quinn suggests changing the questions we ask subject matter experts. Start by asking what decisions the learners need to make better on the job, or what they need to do better, rather than what they need to know. Ask what the real consequences are of not being able to make just-in-time decisions. Use scenario-based practice that is structured like a decision-making game. Games engage participants as they make decisions and see the consequences of their decisions.

Dr. Quinn then suggested ways to create a more engaging e-learning experience:

• Open learners cognitively first. Focus on the problem that needs solving so learners have context.
• Deliver the least information in training to help your audiences make better decisions by using models and metaphors. Why? Our brains excel at pattern matches and the detection of discrepancies, but are poor at rote memorization. Using a model decreases the likelihood the learner will build a broken one.
• Train for a skill shift change, and for doing now. Involve a game to practice problem solving and innovation. The game builds retention of problem-solving skills that will transfer to most relevant situations, and improve judgement calls. Unless rote knowledge must be automatic, as with an airline pilot, give learners a checklist rather than asking them to memorize steps.
• Manage the learning experience and environment. For example, often learners start out anxious, but once they understand why the learning is relevant, become confident with scenario-based practice. Respect learners by using meaningful goals.

Next Dr. Quinn outlined how to shift from the traditional to the deeper instructional design model. He punctuated each element with supporting cognitive research, shown in parentheses.

• Align objectives with the decisions learners need to be able to make on-the-job. Create a second set of objectives that are learning centric that are in the course. Keep your formal instructional design objectives part of the design, rather than incorporating them into the e-learning for the learner to see. (Learner-centered Objectives - Will Thalheimer)
• Use an introduction that exaggerates the positive or negative consequence of doing the desired skill so learners have context and are motivated. (Motivating - John Keller, Context - Charles Reigeluth, Experience Expectations - Stephanie Burns)
• Use a multi-concept approach so learners leave e-learning with a multi-faceted understanding that helps them to better predict possible consequences on-the-job. (Model-based - Don Norman, Text and Diagram - Jill Larkin, Multiple Representation - Rand Spiro)
• Use story-based examples. Include thought bubbles showing backtracking and repair, which illustrates a self-monitored process for expertise. Give stories across context, and include a model so learners can decontextualize, link and apply skills. (Stories - Roger Schank, Worked - Sweller, Cognitive Annotated - Alan Schoenfeld, Backtracking, Cross-context - Anderson)
• Include challenging, event-based practice to support learners' development of decision-making skills. Build in ways learners can make mistakes so you can give specific feedback. Explain answers. (High-enough level - David Jonassen, Meaningful decisions - Clark, Misconceptions - Kurt Van Lehn, Aided - Rosset)
• Close with an enhanced summary for emotional closure. Repeat what learners have done and achieved, and where learners struggled and excelled. Drill back up to refresh the learning links.

Learning can and should be "hard fun." To delve deeper into the subject, read Dr. Quinn's book Engaging Learning: Designing e-Learning Simulation Games, and visit his learnlets blog, http://blog.learnlets.com/ on his web site www.quinnovation.com.

Clark Quinn, Ph.D., is the founder of Quinnovation, a professional services company that helps organizations develop strategic plans for their e-learning initiatives. His cognitive design approach integrates cognitive science, creativity, and technology to deliver performance-based, engaging learning. Dr. Quinn has led the design of award-winning online content, and has an international reputation as a scholar, author, and presenter.

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