Adapting your digital learning approach: How to meet diverse learners, remote work, and crisis situations?

Thinking that online education is bad by default is an outdated prejudice that may well reduce our opportunities for professional development and employability. The most profound transformation processes - in education and in any other field - have the capacity to break paradigms and allow new standards to emerge. Today, it is inevitable to recognize that the influence of technology and the traction with which students demand flexibility and personalization are engines that accelerate an irreversible change in the way we want to learn.

Let's not forget the importance of timing in delivering that content. Even if you've nailed the content and format, dumping all of it at once can overwhelm learners. For example, a rolling release of modules allows learners to digest and apply information more comfortably. Also, we need to consider "life context." Are these adult learners juggling jobs and family commitments? If so, offering bite-sized content they can consume during a commute or a lunch break can be a game-changer. Additionally, suggesting avenues for real-world application can make the learning stick. For instance, embedding a 'shadowing' component where learners can observe professionals apply the skills in real time can be invaluable.

Another important thing to keep in mind is adapting to industry trends and your learners skill progression (their current and future growth plan) to bring in long term value.

As we designed our digital leadership development platform, New Lens, we knew that it had to factor in short attention spans and how busy people are today. All of our content is 2 to 7 minutes long and focuses on helping learners distill insights and apply the concepts as quickly as possible. Learning isn’t just about consuming content - you have to distill your insights and take action.

Understanding your learners is paramount to delivering effective education. Indeed, this initial step of learner analysis cannot be overstated. However, it is worth noting that this process is not static; it must evolve alongside the learners themselves. The digital landscape is rapidly changing, and learners' preferences and needs can shift just as swiftly. Therefore, ongoing assessment and adaptation are vital.

Choosing the right tools is crucial, but it's just as important to remember that not all learners are tech-savvy. Just because a tool has all the bells and whistles doesn't mean it fits your audience best. I've found that sometimes, simplicity wins. Take Google Classroom, for example; it might not have the complex analytics of some Learning Management Systems, but its user-friendly interface makes it a go-to for learners new to digital platforms. Also, let's not forget integration. Picking tools that 'talk' to each other can save everyone a lot of headaches. Imagine using Slack for communication that directly integrates with Asana for project management. This streamlined approach makes the learning process smoother and more efficient.

Start the designing process without overthinking about the authoring software capabilities. Start with a paper board, PostIt cards, Learning Battle Cards, or other non-technical tools. Try to understand what learning experiences are crucial to achieve the change behind the learning process. Then think about how to deliver it with available technical tools.

Flexibility is critical, no doubt. But while designing for flexibility, it's easy to forget about accountability. Just because the content is accessible "anytime and anywhere" doesn't mean learners will necessarily engage with it. Deadlines and touchpoints should also be part of the strategy. For instance, weekly check-ins or progress milestones can create 'good pressure' for learners to stay on track. Also, we need to think about varied life contexts. Flexibility isn't just about mobile access for parents with young children or shift workers. Offering downloadable resources, like podcasts or PDF guides, that can be consumed offline allows learning to fit into the varied rhythms of people's lives. That's true flexibility in my eyes.

When we design for flexibility, it's important to highlight learner autonomy. The idea that all learners learn differently and, hence, might arrive at the same result by choosing different paths lies at the core of learner autonomy for learning design. One way to achieve it is to provide different formats of information consumption. If you plan to back up your e-learning modules by in-person focus sessions, make sure the recordings are available for those who couldn't attend. In addition, you may choose to provide extra materials that build on the topic you are teaching. Remember that the journey the learner will take might not always reflect what you envisioned. Therefore, plan in advance for those who might choose alternative paths.

I like to organize chunks of content by objective. Sure there's crossover between topics, but designing that way naturally allows the module to be used as a reference with smaller microlearning opportunities already built in.

Our implementation approach with New Lens, our leadership development platform, also focuses on building powerful relationships with peers and managers - not just consuming content. This fosters collaborative learning as individuals discuss how to apply the content in their own roles and organizations. The end result of this combination is faster skill building and higher engagement and retention.

Let's go beyond the standard stuff like feedback and community building. In my experience, an overlooked aspect is mental and emotional support. The digital space can feel overwhelming, and it's easy for learners to experience burnout. A virtual "Wellness Room" can offer learners a place to destress with mindfulness exercises or motivational content. We should consider real-time, on-demand support. Think virtual "office hours" but make them more casual and approachable—like a 'Coffee Chat with the Instructor.' Another example is offering multiple assessments, not just exams or quizzes. Portfolios or project-based evaluations can show a fuller picture of a learner's skills, making the learning experience more holistic and less stressful.

Support your learners in the implementation in their life or job of what they have learned. The tools like action plans, self-diagnosis tools, checklists, and templates can be great tools to do that.

I'm totally with the idea of constantly evaluating and tweaking your digital learning program. But let's not forget, sometimes the data doesn't tell the whole story. For example, high course completion rates don't always mean learners are applying what they've learned on the job. Beyond standard surveys or interviews, real-world application assessments can be a game changer. Think of tasks that mimic actual work situations. Also, the feedback loop should be quick. There is no point getting insights six months down the line when the course might have already lost its relevance. So, timely tweaks based on complex data and real-world applications can keep a program from going stale.

In the realm of corporate training, metrics and data hold paramount importance as they offer critical insights into employee engagement, skill development, and overall training effectiveness. These analytics enable organizations to refine their training programs, ensuring they align with business objectives and yield a measurable return on investment, thus enhancing workforce productivity and proficiency.

I tend to agree with an outcome based measuring metric. Completion stats and satisfaction surveys are not a true reflection of understanding the content, and most definatley does not measure implementation. I prefer clear examples of how a new behaviour has helped a sales person in selling, or how their newly gained product knowledge had an effect on convincing a client.

Staying focused on outcomes is key. As we developed New Lens, our leadership development platform, we recognized the importance of measuring impact - all the way from individual motivation to make change to actually using new tools and strategies. Our platform integrates pre and post assessments and surveys along the way.

I am not sure how completion stats or assessment results can help evaluate behavioral or soft skills training. These kinds of programs require a different set of parameters to gauge their success or implementation. Their effects can only be measured after a period of time by observing the behavior patterns of learners.

One element often overlooked is the emotional well-being of the learners. The process can be isolating, especially when remote work is also in play. Dynamic checkpoints, or what I like to call "Mental Health Pitstops," can be integral. These are designated moments within the digital learning platform or course for students to assess their emotional and mental state. This could be as simple as a pop-up asking them to rate their current mood, with resources offered if they feel down. Another way to facilitate this could be an optional, anonymous community forum where learners can share challenges that go beyond the academic. These features humanize the digital learning experience and may provide valuable insights for further improvements.

When having to roll out a big programme (product launch or behaviour change) I find the age old LOP (learning, observing, practice) is still very helpful. Adults learn in different ways, and although it would be amazing to tailor training to individuals, when you dela with a workforce of 3000+, this does not seem relevant. So creating a programme where theoretical learning happens, followed by a display of how the learning shoild be applied from an SME, and closing that learning circle with a self paced practice session. This can be either practical one on one application or an assessment. I find this to be very helpful in capturing various learning styles, but also to enforce by repetition.