A former student government president, a former game designer, an amateur photographer, a self-taught coder, an English major, and a Hollywood script writer walk into a room. What do they do?
We have spent a lot of time talking about changing the way in which we, as digital learning designers and digital learning developers, can change the way in which we build digital learning products. We declared eLearning dead, discussed creating unifying design principles (while speaking Dothraki and Klingon), took a page from the playbook of iconic brands, and talked about some patterns that are worth repeating—but now we want to turn our attention to one of our favorite topics: Content.
In the world before Minecraft, we had Tinkertoys, Legos, or even Lincoln Logs. They were building blocks we could use to build a castle, spaceship, or house. The parts all fit into a specific pattern or function; once you knew how each part fit in relation to the others, the sky was the limit.
Design in the foundation of a truly great digital product. Whether it is an app on the Apple App Store, Netflix, or Amazon—every great digital experience starts with design. Yet when it comes to creating digital learning products, designers tend to focus on the didactic design and, to a lesser degree, the visual design of the learning experience.
Following the death of eLearning, the time has come for learning organizations to invest in defining their standards for the digital learning product development.
As learning designers, can we all agree that eLearning is dead? I’m not trying to be controversial, but eLearning conjures notions of bad PowerPoint-like courses (no offense PowerPoint, we still love you, but only when appropriate). You know the ones we’re talking about—the courses where your mouse hovers over the “next” button in anticipation of when you can advance to the next slide. It’s the courses with the excruciatingly slow voiceover, the click-until-you-get-it-right knowledge check, and the grand-finale quiz that serves as our shining beacon that this experience will eventually end. So, we feverishly click “next” through slide after slide, just to end the experience.
Today, we are going to jump back into the topic of digital habits. In our first post on this topic we discussed how we can use our target audiences digital habits and meet them where they already are. AKA using their already learned and formed digital habits to educate, inspire and inform. If our learners are connected to their mobile devices 24/7 we have to use that to our advantage! However, today we are going to take it one step further and discuss the six-letter word that has taken the marketing world by storm, content, but more importantly we are going to discuss how to structure your content so your learner engages with it!
We introduced you to WeThink through the lens of frontline worker development. We discussed scenarios in which organizations could help grow this employee segment, which is a win-win for all those involved! Today we are going to continue the conversation and dive into frontline worker development and how it not only benefits the worker and organization, but also the communities in which we live and thrive.
If you’ve been following WeThink from the beginning, you have the idea that frontline worker development is an important issue to us. We are not only passionate about it because, well, we’re learning professionals, but also because helping employees grow is a strategy that can be applied to employee retention across almost all industries. Frontline workers, specifically, are an integral part of an organization that don’t always have educational pathway options available to them. And we think that ought to change.
So if you have stuck with us so far, you have learned about the Organizational DNA Model for Workforce Development, we have shared with you the Why? of this model, and we have talked about the important stakeholders in this model. So naturally you are thinking this is a really big thing……. how do we possibly do it?