Learner Management System Adoption
Background: We were approached by an Adult Learning Centre to relook their Learner Management System and delivery model.
They currenty operate an in-person, online or combination hybrid set of adult learning courses, Each run by a qualified facilitator. Pre Covid, 100% of their courses were in person. Now more than 50% are online or hybrid
The Brief: Analyse the current Learner Management System and delivery model. Consult with stakeholders as to the future of the business model and suggest possible improvements to the technology, LMS and delivery model.
01
Analysis
We then conducted a full analysis of their business needs, budget, and facilitation methodology.
After which we conducted further research into LMS systems. The focus was on cost, functionality, support, flexibility, user management in the South African context.
After consultations, interviews, facilitation analysis and internal polls we implemented Reach 360
02
Design
In consultation with their Subject Matter experts, and interviews with facilitators, there was a consensus that that their current methodology could be improved in the following ways.
Information Dumping Due to the nature of the courses there is a vast amount information that needs to be presented over a limited timespan.
We focused on "Chunking" the vast quantities of information into common themes.
Cognitive Overload We also introduced much shorter "micro learning" events with feedback to encourage participation, feedback and interaction.
Our aim was greater information retention through linking short term learning events to long term memory.
Activity We encouraged a greater level of engagement with the learners through interactive games, multimedia events and other interventions.
Attention In order to assist the facilitators to hold the learners attention for longer, we assisted in breaking the information up between audio, visual, kinesthetic and self guided learning portions. Without overlapping to avoid cognitive overloading.
03
Develop
Observe the online material as we found it.
We received strong feedback from learners who found that there was simply too much information on each page. That there was very little interactivity or stimulation.
Without attention, it is virtually impossible for learning to take place.
The problem with taking a traditional text book and presenting it online, is that there was too few of Gagne's events.
1. There was nothing to grab and hold attention
2. The objectives were unclear
3. There was little recall of prior knowledge
4. There was very little immediate feedback
5. There as no performance feedback.
In conclusion: We needed to introduce theory driven methodology into the learning opportunities.
04
Implementation
In our new implementation we firstly introduced colourful images that linked to the pages header. This was to link preexisting knowledge to the new information presented.
Secondly, we kept the information hidden on the page to prevent cognitive overload.
In order to access additional information, the learner has to Click on the icon. Each open window presented an opportunity to reinforce a concept eg "Click to find out more about what a facilitator does"
We forced the learners to click on the image, to reveal additional information, at the learners own pace.
We introduced colour coded blocks and icons. Each colour and icon represented different types of information that was going to be revealed. We identified the key icons as
Facts, Images, Activities, Quizz, Scenarios.
Every page had to include at least 4 of the 5 icons and blocks.
The variety of the information, and interaction with the learner reinforces the information in the learners mind and helps to retain the knowledge and or skills.
05
Evaluate
We evaluated the success of the project using Kirkpatrick's 4 levels.
Level 4: Did the project achieve it desired results? The main objective for our client was to increase sales. In this case, we measured the number of referrals from the learners in who successfully completed the course. This specific course referral rate has increased by 30% more than the norm.
Level 3: Was there Behavior Change? Peer reviews were conducted with the "in house" facilitators. The evaluators reported that the facilitators skill levels were definitely higher than the norm.
Level 2: Did the learners knowledge increase? Judging by the results of the quizzes and MCQ's in the program, the results have been excellent and we can therefore conclude that learning had taken place.
Level 1: Did the learner Enjoy the learning opportunity? Yes, the feedback questionnaire returned with a very high satisfaction level from all of the learners.