For some time now I have settled on a simple three stage approach for gathering the information I need in order to come up with a design for learning. It seems to work at a micro level, say designing a short e-learning module, as well as from a wider perspective, such as scoping out a learning architecture. My terminology for the three elements is (1) learning outcomes, (2) audience characteristics and (3) practical constraints and opportunities - quite a mouthful. I was relieved, then, when my colleague Phil Green was able to provide me with a much catchier set of labels - "learning, learners and logistics". The three Ls.
I checked this out on Google and could come up with no obvious online reference to this method in short or long form, but I'm sure there's someone reading this who can pinpoint the source.
Anyway, what follows is a very brief summary of the information that I like to gather under each heading:
Learning:
How performance needs to change / what the target population needs to do differently from what they do now.
What, if any, learning is required to support this change in performance.
What learners absolutely must know if they are going to be able to perform effectively.
What additional information needs to be provided as on-demand resources.
What is the nature of the tasks learners will be expected to perform? Are these predominantly rule-based (algorithmic) or principle-based (highly variable / requiring judgement)?
What attitudes might need shifting before behaviour can change?
How can new skills be practised and assessed?
Learners:
What knowledge, skills and attitudes already exist among the target population in relation to the topic in question?
What degree of interest is there in the topic? How motivated will learners be?
How independent are they as learners?
How skilled are they at using technology?
What are their cultural expectations with regard to learning?
Logistics:
How many learners are there? Where are they based? How easy is it for them to travel? How much time do they have available for learning?
What resources are available in terms of subject experts, designers, developers, facilitators, coaches, etc?
What is the budget? How long before the solution must be in place? How long before the job must be completed?
What technology is available to learners in terms of hardware, software and bandwidth? What platforms are already in place to support online learning?
What other tools, equipment and facilities are available?
I find that, in most circumstances, these questions give me all I need to come up with a solution, but I'd be interested to know if you have other questions which unlock valuable information.
I'd add consequences to the mix:
ReplyDeleteWhat are the consequences to the system for a task performed poorly (or not at all)?
What are the positive and negative consequences to the individual for performing the task poorly?
What are the positive or negative consequences to the individual for performing the task well?
I think my additional question is sort of buried in a few of yours, but I like to know what learning format is most familiar for the learners (lecture, text, no technology, discussion, etc.). My concern is that depending upon time constraints, even those who are technically savvy, may not feel comfortable in a learning/training environment when it is a significant shift from the past.
ReplyDeleteI'd agree with all of these, especially the motivation. Understanding why your learners want want to learn or why they might be reluctant to. For mandatory training or large corporate courses we find that not all are motivated to learn, and always focus on how we can increase their keenness before we start.
ReplyDeleteIt may be a little late in coming, but I can certainly pinpoint the source, Clive. Although I cannot lay claim to the brilliant thinking that underpins this simple checklist, the 3Ls was my own invention. The inspiration behind the principles was the late Tom Gilbert, Father of Human Performance Technology, and other thought leaders such as Bob Mager and Peter Pipe with their work on Criterion-Referenced Learning (CRI).
ReplyDeleteI presented it in the USA and then in the UK in 2004 and refined it for CIPD’s HRD Conference in 2006 as part of my ABCDs for successful performance-based learning. They included the 3 Ls and also, as a stepwise process, my 3 Ts – Task –Test – Teach. I’ll spare you my 8 Ps for now (in summary Purpose, Performance, Person, Process, Principles, Pizzazz, Persuasion and Pragmatism) but together they were an alphabet soup and the Ps Ts and Ls were remembered as PeTaLs on a flower.