Under the skin of digital learning
Often, as learning content specialists, we get asked questions around e-learning and the world of bespoke interactive training. Keeping up to date with developments in technologies and new approaches is how we deliver the best solution possible for your unique need. These questions also act as guidance points for us when we collaborate with you to design the experience your organisation needs and wants.
We regularly add content to this page so keep checking back to see what we’ve discovered.
Select a question to learn more.
How do you create repetition without the learner noticing?
The expectation of the learner, that they are going to repeat some training, means that the likelihood of knowledge retention will be low as they will not be favourably predisposed to the repetition. Combine this with the brain’s shortfalls of knowledge being stored in many different parts of the brain and traditional training course results can be poor.
There is a solution. The key insight is that the brain only remembers five to seven new pieces of information at a time and it prioritises important information more. Although it might seem beneficial to put a great deal of information into a course, it is much more powerful to identify the key information and present it in an engaging and captivating way. The brain favours information that is important and information that is visually striking. By presenting it in a new and visually engaging way, the learner doesn’t see the learning as repetitive.
How much does a learner actually know and retain, compared to what they think they know?
According to the forgetting curve, learners will lose 70% of knowledge in just 24 hours if they don’t make an effort to retain it. Sadly, we know that when it comes to click through courses, the learner, who has previously had experience of similar courses, will not make the effort to retain the information as they see it as a necessary evil. By presenting the content in an engaging way, different to anything they’ve done before, you convert the learner from passive to active and increase knowledge retention.
What doesn’t your audience know?
Often, training courses are designed with the intention of teaching something new. In fact, most courses are made in this way. Although there is nothing wrong with this, there is another perspective to consider. Identifying what your learners don’t know is crucial to plugging the skills gap. If there is a gap, adding more knowledge isn’t going to work, instead, locating the knowledge that is missing and providing learning experiences based around that is more effective.
Why is repetition so effective in learning?
Repetition is a key learning tool because it helps transition a skill from the conscious to the subconscious. Through practice, the learning of a topic gradually becomes easier. As the understanding of the topic becomes greater, the learner doesn’t need to think consciously about it, allowing them the bandwidth to learn more concepts. This is why building a bespoke digital learning experience, which allows a user to practice and demonstrate their knowledge, is more effective than just clicking through a course.
What is the purpose of the training?
The temptation with training is to dump content in a course that doesn’t focus on any goals except checking a box. As you would with any project, decide on the objectives. We are happy to discuss and review with you the levels that are achievable based on our wide experience. This will allow you to define what the learner actually learns, instead of trying to cram in a lot of information that will potentially not be retained.
What are your learner’s preconceptions on a specific topic?
Regularly, content is reused and re-purposed in a way that the learner can spot. If a learner experiences the same information over and over again, it is likely that they will begin to develop connotations around it. These connotations can prevent the learner from having a bespoke experience. There is, however, a way to stop preconceptions from getting in the way. By putting the content in a new format and packaging it differently, a learner will not only learn but make judgements along the way rather than prior to the course starting.
What prior knowledge does your learner have?
Prior knowledge can be both a blessing and a curse in disguise. Learners who have previous knowledge may already understand the key fundamentals of a course, which can be beneficial to an organisation’s key objectives, but this leaves them susceptible to “I’ve already done this course, so I don’t need to go through it again”. Often, no distinction is made between those who have previously completed the course and those who have yet to start it but this is where bespoke can assist. By using bespoke, you can differentiate between those who have knowledge and those who don’t. This creates a far more engaging experience as those who have prior knowledge can simply fill in the gaps as opposed to doing the whole story.
Why aren’t they completing the training now?
Training within the workplace can often have negative stereotypes. Learners don’t see the point and so don’t complete the training. There are many reasons as to why someone may not complete a course or attend a workshop, however drilling down to the core reasons will benefit in the long run. Once the reason has been identified, it can be addressed. Bespoke learning solutions allows you to dig even deeper for the real root of an issue and then provide the tailored solution it needs to become resolved.
How can the learner use this knowledge in the future?
Ultimately, training is about supplying a learner with tools for the future so when it comes to learning, it’s important to remember the bigger picture. You want the learner to retain the information you want them to use so making a learning experience that does that is integral. Bespoke in this instance, can use tools such as scenario-based learning, interactions and VR to really place the learner in a situation that might happen in the future.