INSIDER

Designing Learning in the Conceptual Age

Part One of Two Parts 

By Suzanne Robert

Robert

Not long ago, thought leaders in the learning industry were focused almost exclusively on technology. The age of e-learning was upon us and technology ruled!

Whatever you read about the e-learning industry then was usually an exploration of newly engineered (easier-to-use) authoring tools, learning management systems and Web delivery, the benefits of SCORM and AICC standards, bandwidth considerations and constraints, compliance for accessibility, and the power of testing and tracking tools.

It was all about technology’s ability to take learning to the masses. With these great innovations we could now deliver learning to more people than ever before, faster than ever before, and cheaper than ever before.

Innovation in learning technology has taken place. It is ongoing of course, but what’s beginning to emerge as a new focus is the demand for innovation in the design of learning. New technology continues to impact learning; this is not to say that we don’t need technology anymore, rather that technology is a trusted and proven partner, providing us the backbone on which to design more effective learning.

In his book A Whole New Mind, Daniel Pink tells us we are moving out of the Information Age and into what he calls the Conceptual Age. “The main characters now are the creator and the empathizer, whose distinctive ability is mastery of R-directed thinking.” He describes R-directed thinking as right-brain-style thinking, where design, story, symphony, empathy, play, and meaning take center stage.

His enlightening book encourages professionals in any industry to master these six aptitudes to ready themselves for success in this new age. What's compelling to me as an instructional designer is that the aptitudes Pink highlights are essential skills for designing learning that effectively reaches today’s evolving learner. In Michael Allen’s Guide to e-Learning, for example, Allen tells us that we need to create learning that is motivational, memorable, and meaningful.

An exploration of today’s learners confirms that learning professionals should pay close attention to Pink’s guidance. In my whitepaper On Demand Learning: Blended Learning for Today’s Evolving Workforce, I describe today’s learner as requiring relevant development, rich experiences, flexibility, community, technology, and instant results. Innovations in learning technology have given us the framework for delivering these needs. As we continue to enjoy enhancements in technology, though, we have to address the learner’s need for significance.

Technology gives us function and utility, and provides vehicles for learning, but to make the most of it we have to design instruction that provides an engaging journey. To effectively reach our learners, we must combine utility (tools, processes, blended modalities, and best practices) with significance (design which engages learners on an emotional level). Today’s learners demand rich experiences that engage them on an emotional level.

Designing instruction for today’s learner means transcending the facts—the skills and knowledge you must impart—to provide context and emotional impact. We have to engage learners in experiences to which they can relate in the context of their own lives; we have to find a way to empathize and create learning that caters to their needs. Activities, scenarios, feedback, storytelling, simulations and interaction enable learners to explore, have fun, and see for themselves the value of the training.

One way to appeal to learners on an emotional level is to present a challenge and let them discover a way through it. I recently enjoyed an informal but rich learning experience that was filled with emotions like amusement, anticipation, confidence, delight, pride, surprise, fear, frustration, suspense, and, ultimately, satisfaction.

I had re-shingled my roof!

The challenges I faced, and the emotions I experienced while learning to re-shingle a roof illustrate an effective, engaging, and successful learning experience. While it was undeniably an informal learning experience, the distinctive characteristics are what you would find in formal learning programs that succeed in eliciting valuable emotional reactions from learners.

Next week: Suzanne will reveal the outcome of her rooftop learning, and will provide further insights into learning design. 

Suzanne Robert is senior e-learning specialist at IBM's e-Business Innovation, Learning Content group in Canada. She has nine years of experience applying her creative design and writing skills to continuously emerging learning technologies. Suzanne is a certified Instructional Designer with a degree in writing and a diploma in advertising.

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