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Learning content

Learning design

You know them: those passionate trainers who stand in front of a group and craftfully share their expertise with learners. Transitioning to teaching in an online environment is a challenge that many education and training professionals are currently facing. In a traditional classroom setting, trainers can rely on direct interaction, spontaneous discussions, and practical examples to deliver their message and engage their audience. However, this dynamic can easily be lost when the content is transferred to an online learning environment.When transitioning everything you teach in a classroom setting to an online format, it might seem natural to write it all out. Yet, this approach often results in a digital book - something that, frankly, no one wants to wade through when they sign up for an e-learning course. You&#039;ll need to carefully evaluate your content, deciding what to keep, what to add, remove, or rewrite. How do you go about this? And how do you ensure the material resonates with your learners?

Long chunks of text

Pitfall #1 - Long chunks of text

One of the biggest pitfalls of designing online courses is offering long pieces of text without any variation. Text alone can be effective, but it can quickly become boring, resulting in a loss of focus and learner engagement.The following two tips will empower your e-learning and make the difference between a dull text and an engaging online training:Tip #1: Offer different formatsWhen designing a learning program it is essential to provide different types of content to keep learners engaged.<ul><li>Text: short summaries or additional texts can function as reference points.</li><li>Videos: summarise your content, provide examples, share a story, or present a case study.</li><li>Visual explanation: images, infographics, and models that clarify and make complex information more understandable.</li><li>Podcasts: audio provides an alternative way for consuming information, such as while on the go.</li></ul>

Tip #2: Promote interactivityInteractivity is crucial for keeping learners engaged. Here are some simple ways to add interactivity to your course:<ul><li>Quizzes: tests and quizzes help reinforce knowledge and encourage active participation.</li><li>Drag-and-drop questions: have learners move elements to the correct place to test their understanding.</li><li>Hotspots: provide interactive images where learners can click on different areas to get more information.</li><li>Activating elements: use tasks or simulations that require learners to think and apply their knowledge.</li></ul>This <a href="https://www.thinkdom.co/post/a-comprehensive-guide-to-the-3-levels-of-interactivity-in-elearning-content-development">Thinkdom blog</a> explores different ways to introduce interactivity, categorised into three levels of complexity.

Sleep-inducing textzzz...

Pitfall #2 - Sleep-inducing textzzz...

When converting a book into an e-learning course, you&#039;ll encounter text that is often long-winded and detailed. You&#039;ll need to streamline this content to focus on the essentials. In contrast, PowerPoint presentations are designed to complement spoken explanations, so you should aim to create a clear, engaging, and compact narrative without overloading the audience with information.In both cases, less is more: the more brief and focused your online content, the more effective it will be. Break your content into small, manageable pieces (chunking) and revisit them periodically with increasing intervals (spaced repetition).

GuidelinesConsider the following guidelines to help you write clear and effective texts that resonate with your audience:<ul><li>Write engagingly: understand your audience well and tailor your text to speak to them, perhaps by creating a persona and focusing your content accordingly.</li><li>Cut, cut, cut: eliminate all unnecessary words and sentences to keep your text as brief and clear as possible.</li><li>Keep it short: use short paragraphs and plenty of white space to make your text easy to navigate and read, improving the overall reading experience.</li><li>Use visuals: a well-chosen image can often express more than words, so incorporate visuals to support or enrich your message.</li><li>Write actively: your text will come across as more lively and direct when written in an active voice.</li><li>Coherence principle: include only relevant images, words, and sounds to avoid distractions and ensure your message is communicated clearly.</li><li>Personalisation principle: address your audience in a friendly and informal manner, as if you are speaking to them personally, to make the learning experience more engaging and effective.</li></ul>

Want to learn more about writing effective web texts? Join our free Mini Masterclass: Writing On-Screen Texts.

Making text too generic

Pitfall #3 - Making text too generic

When writing texts for your online learning environment, personalisation is crucial. A common mistake is crafting generic content that fails to address the specific needs and characteristics of your audience. This makes the content less relevant and engaging for learners.&quot;Isn’t a book also written for a general audience?&quot; That’s true, but a book can be broad because its audience is much wider. Readers accept this general approach. Similarly, a PowerPoint presentation can be general because the presenter adds a personal touch. However, e-learning is different from both a book and a PowerPoint and must be tailored to the target audience.To achieve this, it is useful to create a <a target="_blank" href="https://theelearningcoach.com/elearning_design/audience/learner-personas-for-elearning/">persona</a> or an <a target="_blank" href="https://theelearningcoach.com/lxd/empathy-maps-for-learning-experience-design/">empathy map</a>. A persona is a detailed profile of a typical participant in your course, based on research into your audience. An empathy map helps you understand how this persona relates to your product. Investigate who your audience is, what their challenges are, what goals they wish to achieve, and what situations they find relatable. By integrating familiar scenarios, such as those they might encounter in their workplace, your audience will feel more engaged, and the content will resonate more with them. This not only increases relevance but also enhances the impact of your message. The same principle applies to photos: ensure that the people shown reflect your learners.Also, make your learning environment <a target="_blank" href="https://www.anewspring.com/articles/how-to-tackle-the-issue-of-starting-levels-with-adaptive-learning">adaptive</a> where possible. Not every learner starts with the same level of knowledge and skills. Therefore, design your e-learning to adjust to the level of each learner.

Writing from your design

Pitfall #4 - Writing from your design

You&#039;ve put a lot of thought into your design, and it is logically structured. However, a common pitfall is presenting learners with content without providing the larger context they can hold onto. While PowerPoint presentations allow you to explain this context and books have a relatively fixed structure that people can navigate, e-learning can be much more flexible. Without a clear overview, learners may become disoriented, wondering where they are, how long it will take, and whether they are making any progress.It’s crucial to provide learners with a framework at the beginning and to show them step-by-step where they are in their learning journey. One effective method is to visualise the learning path as a kind of roadmap. Guide learners through the process, marking when a step has been completed. You can do this through pop-ups, text, or video messages.

Learning ObjectivesA common mistake we often encounter, even offline, is stating the learning objectives word-for-word at the beginning of a topic. Fact: almost no one reads this, and even if it is read, it often doesn’t stick. It’s better to approach learning objectives in a different way. <a target="_blank" href="https://www.worklearning.com/2013/05/13/rethinking-instructional-objectives/">Will Thalheimer </a>found that explicitly stating learning objectives at the start of a lesson or training is not always useful. In some cases, it can even be distracting and make the learning process less effective.

He suggested that integrating learning objectives subtly into the learning experience helps learners focus without lessening their curiosity and motivation.A powerful approach is to start with a question. This encourages learners to think about the learning objective and engage with the content actively from the outset. The result? Greater learning effectiveness.

Recognise these pitfalls? Let me help you turn your PowerPoint into engaging e-learning with the Quick Scan, which reviews key elements for a smooth transition.

I can help!

In short

<h3>In short</h3>Converting classroom training to an online learning environment comes with its challenges. It is crucial to maintain the interaction and dynamics of a physical class, even in a digital setting.By avoiding the pitfalls discussed and implementing the right strategies—such as varying content, keeping your texts brief and impactful, personalising, and visualising the learning path—you can ensure that your online training remains engaging and effective. This approach will elevate your e-learning to a higher level and create a meaningful impact on your learners.

Margot Sprenkels

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Article

Transitioning classroom training into e-learning comes with several pitfalls. It's crucial to maintain the interaction and dynamics of a physical class, even in a digital format.

From PowerPoint to e-learning: 4 pitfalls

Noticing more and more empty seats in your classrooms? You&#039;re not alone. Many training providers who&#039;ve been around for a while and offer primarily classroom training deal with this at some point. So what could be the culprit? And how do you find out?As we always like to say: better training starts with a focus on your learners. Start by listening to them and your customers. What do they need? What would help them learn? Does the way you train still meet their needs?

The story of Amelior & Arboth

Amelior’s blended breakthrough: partnering with Arboth

Belgian training provider Amelior faced the same challenge. Their customers wanted more flexible training that respected their employees’ time, while the younger generation preferred learning online and at their own pace. It became clear that classroom-only training just wasn’t enough anymore. So, it was time for a change. They transitioned from traditional classroom training to a blended learning approach.We spoke with Karin Bastiaannet, Category Manager Quality at Amelior and Karen Philips, Consultant Learning &amp; Development at Arboth during a live Q&amp;A.

Watch the Better Training Today Live Q&A (in Dutch)

Amelior started with the question: “How can we use the latest learning technologies to build a learning experience that resonates with today’s learners? That inspires our learners and drives lasting change in their behaviour?”Recognising that different learners have different needs, they realised it made sense to go for something interactive and self-paced. This approach would also respect the busy schedules of their learners. The solution? Combining the best of both worlds, by creating a blended training.This was easier said than done though. They never did anything like this before, going blended was completely new to them. So, where do you start? What do you need?The Amelior team realised that they needed expert help to turn their classroom training into just the right mix of online and offline activities. They got in touch with the Belgian blended and e-learning consultancy Arboth for advice on how to transform their courses.

Why go blended

Why go blended?

A blended approach has many advantages over a classroom-only setup, here&#039;s a couple of them Amelior has experienced since taking the leap:<ul><li>More flexibility through time- and place-independent learning</li><li>Promoting autonomy and self-directed learning (allowing learners to learn at their own pace and at different levels)</li><li>Greater satisfaction among teachers and learners</li><li>More room for interaction between teachers and learners, and among learners themselves during classroom training</li><li>Better insight in individual learner progress</li><li>Better learning outcomes (as <a target="_blank" href="https://www.anewspring.com/articles/science-research-blended-learning">scientifically proven</a>)</li></ul>

Challenges

<h3>Challenges</h3>Transforming a classroom training into a powerful blended learning journey is not a walk in the park. It&#039;s not just about picking up new technologies and diving right in – it takes time, effort, and lots of perseverance.Getting the SMEs on boardOne of the big challenges is convincing Subject Matter Experts (SMEs), especially those with years of experience, to transition from traditional classroom-only training to a blended format. For Amelior, this was a major hurdle. Experienced teachers weren&#039;t always eager to make the switch because it meant not just a change in format but also a significant shift in the content itself. Naturally, there was some resistance; it&#039;s a big deal to transfer your knowledge and experience into a system.Amelior found success by involving SMEs from the very beginning and as much as possible. Together with them, they took a close look at the training and the content to determine what could be better served online. It really showed them the benefits of going blended and that it&#039;s an opportunity to increase their value.

Arboth's aXles model

Knowing how to do it Like we said, creating learning journeys that really improve the learning outcomes is not easy, especially if you lack the expertise and if you&#039;ve never done anything like it before. Sometimes you just need a little extra help. Amelior realised that too and partnered up with Arboth. So, don&#039;t be afraid to reach out.

What if your experts lack time to train classrooms and you lack the expertise to go blended? AvW called on our Training Improvement Engineer Puck to come to the rescue.

AvW's blended challenge

A blended learning journey in action

<h3>See Amelior&#039;s learning journey in action</h3>Sometimes it helps to just see the end result, so you get an idea of what a blended learning journey could look like for your learners. Karin Bastiaannet showed us a great example of what Amelior&#039;s blended training looks like, during the Better Training Today Live webinar. With this learning journey they won the aNewSpring Training Improvement Award in 2023.

Watch how Amelior takes you through their blended learning journey

Amelior's Learning Journey

Conclusion

<h3>Embrace blended learning for more effective learning</h3>In conclusion, if you’re noticing empty seats in your classrooms, it may be time to <a target="_blank" href="https://www.anewspring.com/learning-concepts/blended-learning">explore a blended learning approach</a>. Amelior’s successful transition from traditional training to a blended format highlights how combining online and offline elements can refresh your training program and better address your learners&#039; needs. Utilising a structured framework, like Arboth’s aXles model, can provide clear guidance on how to integrate new technologies and content effectively. Don’t hesitate to seek expert assistance to facilitate this transition (like Amelior did with Arboth). You don&#039;t have to fly solo; use your co-pilot.By listening to your learners &amp; customers, leveraging proven frameworks, and continuously refining your approach, you can create a engaging and adaptable training products that meet today’s demands.

Julia Ooms

Learn more about going blended

Learn how Amelior & Arboth leveraged the power of blended learning to overcome the shortcomings of classroom training.

Overcome the limits of classroom training

How to overcome the limits of classroom training

blended learning

Many instructional designers are familiar with the name Bloom. His taxonomy (1956) has been used by professionals for setting learning objectives since its development in 1956 and its revision in 2002. Credit where credit’s due, these learning objectives are often quite fine. However, these solutions are often not as effective as hoped. Why is that?Learning (when done well) solves a problem. Someone does not yet have the knowledge or skills to do what is desired, so they need to learn (more). But different problems require different types of solutions.The goals you set are essential for the success of your learning solution. They motivate the learner by providing direction for what needs to be learned. They can serve as a clear check to see if the learning solution is actually going to solve your problem. However, these goals don&#039;t become effective on their own. Effective goals require not only that you clearly understand the level of the content you are dealing with, but also the type of content you are dealing with.

Types of knowledge

<h2>What types of knowledge can someone possess?</h2>In his <a target="_blank" href="https://tips.uark.edu/using-blooms-taxonomy/">original taxonomy</a>, Bloom described 6 levels of objectives: remembering, understanding, applying, analyzing, evaluating, and creating. This categorization had a single dimension: from lower to higher levels. The 2002 revision by Krathwohl added a new knowledge dimension: 4 domains that describe types of knowledge.The domains:Factual knowledgeThis is the foundational knowledge you need to understand larger concepts and solve problems. Think, for example, of a list of vocabulary words when learning a new language. Before you can start constructing sentences, you first need to know the individual building blocks.Conceptual knowledgeThis includes how the basic elements relate to each other within a larger structure. Principles, classifications, models, and structures all fall within this domain.In our example of learning a new language, this refers to grammar and sentence structures. Think back to high school math classes. First, you need to learn what roots and exponents are (factual knowledge). Only then can you understand the order of operations and more complex formulas (conceptual knowledge).

Procedural knowledgeSimply put: how you do things. This involves applying your knowledge: filling in and using a model, performing actions...When learning a new language, this is when you form sentences, whether it&#039;s writing or speaking them correctly. In math lessons, this would be when you start solving word problems.Metacognitive knowledgeThe most abstract of the four domains, this pertains to knowledge about knowledge. This includes understanding which contexts are best for applying different theories, strategies for approaching problems, and awareness of one’s own strengths and limitations.For example, a learner might recognize that speaking another language is still challenging, but writing comes much easier. As a result, they might choose to seek out more opportunities for conversation practice to improve their speaking skills.

How to apply?

<h2>What can you do with this?</h2>It’s completely understandable that this question arises now; you’ve only gathered the knowledge so far. And, in fact, that’s part of the answer to the question.You’ve now covered factual and conceptual knowledge: you understand what the different domains entail and how they follow each other. What you were likely searching for when you clicked on this blog was procedural knowledge: How can I improve my learning objectives for better training outcomes? The next step would be to address that goal, translating it into actionable steps.This is often where things go wrong. Learners attend excellent trainings on very useful topics, but if you don’t set goals that are truly focused on applying that knowledge, the problem won’t be solved.Take note! Factual and conceptual knowledge are very important! They build on each other for a reason. If you don’t know the words, you’ll never be able to construct a proper sentence (source: my final grade in French).

Get into action

<h3>Alright, but how do you do this?</h3>Krathwohl describes these domains as a new dimension to the taxonomy. We have a handy grid that you can use for this!

Download the grid

When you place all your learning objectives here, you get an indication of which areas are receiving attention and which are not. Ask yourself the following questions:1. Am I achieving the goal I have set?If you want someone to learn how to drive a car, objectives solely focused on factual knowledge will not be sufficient. Instead, you need to set objectives that at least reach the level of applying procedural knowledge.2. Do I have sufficient foundation to achieve that goal?Setting goals at higher levels is perfectly fine, but it requires a foundation. With every learning objective, you should ask yourself whether this solution also includes the previous levels or if that knowledge is already present in the target audience. You can&#039;t expect someone to analyze a complex theory if they don&#039;t even know what that theory is about. And in the case of driving a car: If you don&#039;t know which pedals are the clutch, brake, and accelerator (factual knowledge), you won&#039;t drive very far (applying).

Tim Koot

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Many instructional designers are familiar with Bloom. His taxonomy is used by professionals to set learning objectives, but these solutions often aren't as effective as hoped. Why is that?

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Podcast

In the world of designing learning journeys, a solid foundation has been established over the years; professional designers now know how to collaboratively craft powerful and effective designs. However, there is always room for learning, also for learning designers. Therefore, Kessels &amp; Smit introduced &quot;Het Tweede Ontwerpboek” (The Second Design Book).&quot;Over the past decade, we have discovered alternative design methods, leveraging new techniques and technologies,&quot; explain the authors. With these advancements in mind, it was time for an innovative sequel to the first edition of the book.&quot;The design process is above all an interesting learning process.&quot;Important noteThe book and podcast are both in Dutch so in this article we will give you some tips and highlights in English. But reading the book and listening to the podcast would be a good exercise if you are willing to give learning Dutch a try of course.

Order Het Tweede Ontwerpboek

<h3>The authors</h3> <a target="_blank" href="https://www.linkedin.com/in/erik-deen-7023625/">Erik Deen</a>, <a target="_blank" href="https://www.linkedin.com/in/jeroen-hellings-96897b87/">Jeroen Hellings</a>, <a target="_blank" href="https://www.linkedin.com/in/nynkedejongworks/">Nynke de Jong</a>, <a target="_blank" href="https://www.linkedin.com/in/mariel-rondeel-2179076/">Mariël Rondeel</a> and <a target="_blank" href="https://www.linkedin.com/in/josiannesavonije/">Josianne Savonije</a> are five L&amp;D professionals who share a passion for designing learning and development journeys. Therefore, they joined forces to write the book. From that passion, they support individuals, organisations and communities around the world in designing meaningful learning journeys. They believe that the development of any organisation or group goes hand in hand with personal growth and powerful collaboration.

The podcast

The Evolving Designer

aNewSpring&#039;s Learning Innovator Roy and Training Improvement Engineer Puck joined Jeroen, Nynke, Mariël, and Josianne for a three-part podcast diving deeper into the developments surrounding the design of learning journeys. They discuss flexible and personalised learning, new learning interventions, and their future expectations. The podcast &quot;De Ontwerper in ontwikkeling&quot; (The Evolving Designer) is available on Spotify.

Part 1: Flexibility and personalised learning

<h3>Part 1: Flexibility and personalised learning</h3>In the first part of the podcast, Roy and Puck, along with the guests, delve into the hot topic of &quot;flexibility and personalised learning.&quot; According to Jeroen Hellings, these two concepts are inseparable: &quot;Personalised learning is about learning where and when you want and having the choice in how and what. Which steps you want to take in your own development. Flexible learning is more about the offering, so you need to find a solution to ensure that people can learn in that way and have freedom of choice.&quot;Flexible learning also requires trusting each other. Mariël Rondeel says, &quot;If you want to learn, you want to achieve something. If people want to achieve something, for example, in their work, they are willing to do something for it. You can&#039;t force people to learn.&quot;

Go to where the learners work. Go to where it happens and stay close to the target audience. Design together.

Go to Gemba

&quot;Try to align as much as possible with what people are already enthusiastic about, related to their work of course. Then the chances are much greater that people will start learning from themselves,&quot; say the authors.

Part 2: New Learning Interventions

<h3>Part 2: New learning interventions</h3>In the second part of the podcast, Roy and Puck, along with the authors, explore learning interventions. Digitalisation offers many new possibilities in this regard.They discuss the implementation of podcasts, a learning intervention that exploded during the COVID-19 pandemic, where remote connection became more  important than ever before. A podcast is a learning intervention on both sides because not only listening to it is educational, but also the process of making it is a learning process in itself.And the fun part? Anyone can do it. &quot;You just have to do it and experience it,&quot; says Josianne. It&#039;s logical that people initially see obstacles, like making an investment beforehand. It&#039;s important to look at those obstacles together and to find a way to overcome them.Design pressure cookerAnother learning intervention we see that is becoming more popular is the design pressure cooker. During a session, participants are challenged to work together on a solution to a problem. They have a short time for this, so the pressure is high, and they need to work intensively.By setting a clock, a certain pressure arises that requires the team to get to the core quickly. This requires a lot of creativity.

Think outside the box

With podcasts and design pressure cookers, you can see that the learning interventions stimulate people in new ways to learn and to be engaged and stay engaged.With the podcast, this is mainly because people can share their story and listeners can ask questions or reflect whenever they want. This learning intervention ensures that people share more and deal with learning in a new way that doesn&#039;t necessarily feel like learning.In a design pressure cooker, creativity and involvement are stimulated by inviting different perspectives. This allows you to create support for the change earlier and learning starts already during the design process.

Kessels &amp; Smit previously made a podcast about this learning intervention.

More about the design pressure cooker

Therefore, think beyond standard learning interventions, think about the most important obstacles and how to overcome them. It&#039;s important to just try it so you can see what beautiful, perhaps unexpected, things it brings.

Part 3: The designer of the future

<h3>Part 3: The designer of the future</h3>In the final part of this series, Mariël and Jeroen discuss the future of the designer with Roy and Puck. Of course, we don&#039;t have a crystal ball and therefore cannot precisely say what the world will look like in five to ten years, but the experts can tell us about where they see themselves in the future and what they expect. Flexibility and continuous development are central.&quot;There are and will be increasingly new ways to shape learning. There are more and more possibilities, but it remains important to look at what the question actually is, how we can extract the essence from it, and what fits best,&quot; says Mariël.

Doing researchThe first phase of designing consists of researching. It is important to engage in conversations with people. Mariël thinks this will still be the case in ten years, but she also keeps her eyes open for new developments. &quot;Maybe it will be different in ten years. That&#039;s why it&#039;s also fun to work with new colleagues and look at their ways of doing things.&quot;What the future of the designer will look like depends on what people want to see in a learning journey and what they ask of a designer.Mariël emphasises the importance of curiosity and experimentation, while Jeroen points to the growing need for advisory skills and the ability to make designs work in an organisational context.

Holistic approachIn the field of organisational development, learning plays a crucial role. This is not just about offering training and courses, but also how a learning design lands in the organisation. An organisational culture can encourage but also hinder learning. As a designer, you can try to work with that. One way to do that is by including organisational culture, learning goals and learning needs in your design. ‘There is a lot of power in embracing a holistic approach in the design process,’ says Jeroen.

Keep asking questions

It is important to constantly ask yourself questions:<ul><li>Who am I actually doing this for and what does it all mean?</li><li>Where am I?</li><li>How do things work here?</li><li>Who is it really about?</li></ul>You must analyse well, but also increasingly advise. Work with people and do things together rather than doing them for them. The essence of the profession lies in investigating what is really going on and then finding a solution and figuring out what is needed. The means are just means.As long as you keep doing that, can be critical of yourself, and keep being inspired by others, you will, according to the authors, always be a good and future-proof L&amp;D professional.So to sum up, keep developing yourself as a designer. Keep challenging yourself and keep asking questions. Work together, but above all, learn together. &quot;The design process is above all an interesting learning process.&quot;

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