Post written by Lorri Weaver and Sue Hawkins
Problem Statement
Sue and Lorri need a way to engage faculty/instructors in learning because currently many are not interested in completing training or do not complete training. The faculty/instructors in our organization are the adult learners in this case.
Following our design thinking process, we focused on using the concept of “building your toolkit” to encourage engagement with learning material, focusing specifically on the use of microlearning. In both of our organizations, adult learners need to learn certain skills, in Sue’s case, to develop their expertise in utilizing the functionality of the LMS, in Lorri’s case, to learn basic instructional techniques.
Findings of Design Thinking Process
Through the interview process we gained a greater understanding of how we each viewed the main concerns, perspectives and the experiences of our learners (Crichton & Carter, 2017). The most important findings were our perception of why adult learners did not complete current training which included:
- Lacked time to complete training;
- Unable to complete training during regular business hours;
- No perceived benefit as current teaching practices are successful;
- Fear of failure;
- Lack of support; and,
- No incentives/rewards.
Our Solution
In an effort to create an online learning environment that promotes critical thinking, a safe place to learn and try new things, sharing and collaboration, we have come up with a design thinking solution that incorporates different types of microlearning with online discussion. Each microlearning would provide adult learners with one more tool for their toolbox. The adult learners would then be encouraged to respond to the learning socially in a forum, where they can engage in discussions on how to use a particular tool or ask members of the community about their experiences.
In Sue’s case this would involve the creation of a “sandbox”; a private space where learners can experiment with and evaluate the LMS. Imbedded into the LMS are a variety of resources such as, link to a survey to allow adult learners to check their comfort level with basic teaching technologies, a variety of microlearning opportunities, a forum for adult learners teaching similar subject matter to share ideas and ask questions, newsletters, instructional PDF’s, FAQ’s and direct links to a learning technologist for support.
In Lorri’s case, the microlearning and related forums would be hosted on a sharepoint site. The microlearning would consist of 2-3 min videos, infographics, short branching scenarios and short learning games. The community learning would happen in the forum.
Both solutions provide adult learners with the opportunity to customize their learning and sample new techniques that are consistent with their teaching philosophy (Bennett J & L, 2003).
Effectiveness
By keeping the learning short and the online interaction focused and relevant, we will address the perception that part-time employees do not have time to complete this professional development. Delivering the microlearning online will enable off-site learners to easily participate at a time that works for them. Incorporating videos that showcase instructional methodologies and their impact on students will assist faculty to observe the potential benefits (Bennett J & L, 2003).
Providing a forum for adult learners to give their own input and suggestions will increase intrinsic motivation to participate as they may anticipate feedback and recognition for their contributions (Paulini, Maher & Murty, 2014). This can be further supported by public recognition of adult learners that use the new tools or that help contribute to other’s learning during annual professional development seminars. Although adult learners will still not be compelled to participate in the training, advertising the benefits and providing public recognition for those that do should motivate participation.
References
Bennett, J., & Bennett, L. (2003). A review of factors that influence the diffusion of innovation when structuring a faculty training program. The Internet and Higher Education, 6(1), 53-63. doi:10.1016/S1096-7516(02)00161-6
Crichton, S. & Carter, D. (2017). Taking Making into Classrooms Toolkit. Open School/ITA.
Paulini, M., Maher, M. L., & Murty, P. (2014). Motivating participation in online innovation communities. International Journal of Web Based Communities, 10(1), 94-114.