Post written by Lorri Weaver and Sue Hawkins<\/p>\n
Problem Statement<\/b><\/p>\n
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.\u00a0 The faculty\/instructors in our organization are the adult learners in this case.<\/p>\n
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. \u00a0In both of our organizations, adult learners need to learn certain skills, in Sue\u2019s case, to develop their expertise in utilizing the functionality of the LMS, in Lorri\u2019s case, to learn basic instructional techniques.<\/p>\n
Findings of Design Thinking Process<\/b><\/p>\n
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). \u00a0The most important findings were our perception of why\u00a0adult learners did not complete current training which included:<\/p>\n
Our Solution<\/b><\/p>\n
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. \u00a0Each microlearning would provide\u00a0adult learners with one more tool for their toolbox. \u00a0The adult learners would then be encouraged to respond to the learning socially in a forum, \u00a0where they can engage in discussions on how to use a particular tool or ask members of the community about their experiences.<\/p>\n
In Sue\u2019s case this would involve the creation of a \u201csandbox\u201d; a private space where learners can experiment with and evaluate the LMS. \u00a0Imbedded 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\u2019s, FAQ\u2019s and direct links to a learning technologist for support.<\/p>\n
In Lorri\u2019s case, the microlearning and related forums would be hosted on a sharepoint site. \u00a0The microlearning would consist of 2-3 min videos, infographics, short branching scenarios and short learning games. \u00a0The community learning would happen in the forum.<\/p>\n
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).<\/p>\n
Effectiveness<\/b><\/p>\n
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. \u00a0Delivering the microlearning online will enable off-site learners to easily participate at a time that works for them. \u00a0Incorporating videos that showcase instructional methodologies and their impact on students will assist faculty to observe the potential benefits (Bennett J & L, 2003).<\/p>\n
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). \u00a0This can be further supported by public recognition of adult learners that use the new tools or that help contribute to other\u2019s learning during annual professional development seminars. \u00a0Although 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.<\/p>\n
References<\/b><\/p>\n
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,<\/i> 6<\/i>(1), 53-63. doi:10.1016\/S1096-7516(02)00161-6<\/p>\n