Geschreven door Peter van der Reijden | May 15, 2012
Everyday an online training is created on TrainTool. Besides the fact that this is something worth celebrating, this post is long overdue: what does an effective online training module look like? Here are our guidelines.
We will probably revise this post regularly, but this is what we hear ourselves repeating almost daily. And although these guidelines stem from our experiences with TrainTool, most of them are generically applicable.
#1 - Think about the learning flow for the participant
Almost all online modules are used in addition to other training interventions (usually classroom). This means that the participant is confronted with different types of learning experiences. Think about the learner’s flow and keep the following 3 tips in mind for your online training modules:
1. Schedule a completion date. If an online training module is meant as an 'intersession' activity (something they need to do in between classroom sessions), make sure participants finish them before the next session.
2. Reinforce what has been learnt before.
3. Prepare learners for the next session.
#2 - A module (or 'lesson') should be one coherent chunk
A participant should be able to finish a module in one sitting (as such, some trainers simply call it a lesson). Divide your content in a way that makes each individual module an isolated chunk that teaches the participant a coherent theme.
We distinguish two types of module that work well:
1. Modules that focus on a single skill: for example 8 exercises, each challenging participants on their Empathy or Interviewing skills.
2. Modules that ‘model’ a typical conversation: for example, a single module that walks the participant through an exemplary sales conversation in which the first two exercises focus on introducing yourself, the second two on asking the right questions, etc.
#3 - Start a module with ‘theory’ and examples
Context is everything. Start your modules with some ‘theory’ (for example, the 7 Step Sales Model that is used within the organization). Adding good/bad examples and an instructional video helps the participant prepare for the exercises ahead.
#4 - Craft clear learning objectives
Good: ‘You are able to give positive feedback’ << focuses on your behavior, which you can influence
Bad: ‘Your feedback is perceived as being positive and constructive’ << focuses on how others perceive you
#5 - Each exercise should focus on a single subskill
This helps the learner to really zoom in on that particular subskill and practice it (and only that) until they get the specifics right. Also, it helps the trainer give clear and focused feedback.
The soccer analogy here is that it's much more efficient to practice your free kick 20 times in a row, instead of playing 20 matches to do the same.
#6 - Short is good. Think 20 - 60 minutes
People ‘do’ online training before breakfast, in between meetings or anytime they can squeeze in some time. Keep this in mind and limit the time it takes.
10 minutes = +/- 1 x Theory and 2 webcam interaction exercises
#7 - When it comes to video, Good is Good Enough
We find that as long as the quality of the video is not extremely troublesome (which happens for example when the video and audio are out of sync), learners will hardly notice the difference. First, people are used to YouTube quality. But more importantly, learners are too busy with themselves (How am I doing? What should I keep in mind?).
Bonus tip: Easily Record Tailor made Videos
Want to exceed their expectations? Ask the group about real-case situations they encountered and record these into the module. This greatly enhances the 'face validity' of the module and it's real easy to do.