Following on from my two previous posts which cover my thought process about familiarity in learning design and how distractions can affect both our work and learn environments, I wanted to write about instruction. Instructions we give as well as those we receive.
When you start something new, at work or at home, do you read or follow the instructions? If it’s a new cabinet (Ikea anyone?) or piece of furniture, you’ll probably follow the instructions quite clearly. I know I do. Same with Lego? Yes, me too, although I do like to mess with Lego and see what weird-yet-satisfyingly-symmetrical construction me and my boys can come up with.
Even with new technologies I usually like to read a little of the instructions to get me started, at least to the point where I know how to charge it and when it’s ready to use. These days most modern companies provide some excellent get-you-started instructions with their products; enough for the likes of me who just want to get started, more detailed versions online for those who want to delve deeper.
When we have a new person join our team we often find ourselves working through an induction programme, introducing them to key people they need to know (IT, HR, estates, etc.) and then spend time showing the ropes in the VLE, LMS, online HR system, file server, phones, etc. See, we take care of our own and make sure they have enough to get started, then step back and give them room to find their feet, all the time being a careful parent ready to step in and answer any questions.When was the last time you read the induction materials, and I mean read not just link-and-fact checked them? Click To Tweet
But what of our online learners? We have probably developed a full-on induction or on-boarding process for them. We’ve probably not revisited it for a couple of years as well, but have we done too much or too little for our distant and online clients (yes clients … there is a payment transaction going on, even in MOOCs these days). When was the last time you read the induction materials, and I mean read not just link-and-fact checked them? What about getting them tested by someone new to the programme?
In my time I’ve seen old induction instructions that are out of date, yet still valid because links work and the platform hasn’t changed. That shouldn’t mean we can let them be. In the last few years I’ve seen major changes in how different learning platforms are used. What they do are still mostly the same, but how we use them is constantly, or should be constantly changing. Therefore the induction programme should also be changed to reflect that too. Again, it’s not just about the click-this and click-that instructions, but the information around why we are asking students to do something that needs checking.
What do you do then? Do you keep referring back to those initial instructions throughout the courses, reminding the learner about the tools or help available, or do you rely on them remembering it and, hopefully, reviewing the induction programme? When you use a different or new tool with the learners do you write some guide for them, on both the how it works and why you’re using it? I bet you do, but do you go and add it to the induction programme for the next cohort of learners? You should.
For me the process of inducting learners to your organisation or platform never ends, or rather ends when they complete the course or programme and ‘graduate’. If they’re studying a three year degree it’s an easy bet that the tools and how you use them will change (again, SHOULD change!) over the lifespan of their studies. If your learners are only with you for a short while, a matter of weeks, then there’s still no reason to not keep them informed with either email communications or VLE announcements when they’re going to encounter something new as part of their learning. If they’re used to MCQs week on week, then you start using discussion boards, then a reminder about what they are, what you expect from the learning in the discussion, and how to use them is a good way to introduce the activity.