Sensing Learner Attributes

In previous newsletters we noted that learner attributes:

1.    Vary from person to person

2.    Vary from time to time for each learner

3.    Vary from context to context

4.    Have a powerful effect on learning

We also noted that personal mentors are in many ways our prototype for individualized instruction excellence. Good mentors sense the state of an individual learner’s affective attributes and adapt to them. So we raise the question, why can’t e-learning doing the same thing?

Individualization

While individualizing even in just some of the simplest ways has yet to become standard in e-learning, there are many excellent examples of ways design teams have found effective ways to individualize. There are many publications and guides that outline how this can be done, including (a little shameless self-promotion here) my own Michael Allen’s Guide to e-Learning.

Indeed, the capabilities of e-learning to adapt to individual learners is one its outstanding features and advantages. Not benefiting from these advantages always seems like missing a huge advantage.

But if even efforts to incorporate basic individualization is too much bother, pushing for individualization based on measures of affective states may fall on deaf ears. In hopes I might be joined by others who want to create learning experiences that have optimal impact for as many learners as possible, I’ve been pressing onward.

The path to achieving such empathetic individualization is to:

1. Recognize individual affective states impact learning.
2. Identify those states that have the most impact.
3. Find ways to sense the state a learner is in.
4. Adapt in effective ways to those states.

In these newsletters, we are essentially at point #3. We need practical and effective ways to sense learner states.

Just Ask

An immediate question comes up: Doesn’t it take advanced psychometrics to measure affective states? How practical is that?

No, we aren’t trying to create a digital psychologist. We aren’t trying to turn our training programs into therapeutic sessions. We are just trying to be sensitive to how learners are feeling, let them know we care about their feelings, and respond in ways that not only reflect our caring but also help learners take on a positive stance and attitude that will make learning easier for them.

One amazingly simple thing to do is to simply ask–ask learners how they are feeling. Sometimes just asking is enough to have a positive effect, so let’s start there. In future newsletters, we’ll examine some practical ways to respond in more substantive ways.

Comfort Scale

One easy way to ask e-learners how they’re feeling is to present a slider, such as the one below designed for young learners.

It’s best to have the slider always present. Various designs allow it to take very little space when that’s a concern. But having the opportunity to express feelings when they occur is worth allocating a little space.

When learners change the setting and release the mouse button, you can provide a response. We’ll detail that in the next newsletter.

Direct Questions

You can also simply ask direct questions regarding how learners are feeling, such as these multiple-choice questions you might place in the opening of a course.

What worries do you have about taking this course? (check all that apply)

✅ That I'll get confused and won't have anyone to ask or help me.

✅ That it's going to be hard. 

✅ That my supervisor will see my mistakes. 

✅ That I’ll spend a lot of time on it and learn very little if anything.

✅ That it will be boring, boring, boring.

How appropriate do you think this content is for you? (check all that apply)

✅ I’m looking forward to learning this material.

✅ I have some knowledge already, but it will be good to confirm my skills.

✅ I’m not sure this is for me, but I guess we’ll see.

✅ This isn’t an area of my responsibility, so I’m not sure why it was assigned.

✅ I’m quite expert in this field. This is going to be a waste of my time.

How do you expect to do in this course? (check all that apply)

✅ Quite well. With my experience, this should be a breeze.

✅ Ok, but you know, I do much better in classroom settings.

✅ I think this will require expertise I don’t have.

✅ Since I’m not really interested in it, I’ll just have to push through it.

Note that some replies require responsive logic as well as verbal affirmation of understanding and support. Note also that these are example questions and responses, not necessarily ones most appropriate for your courses and learners. You can adapt, add, and delete questions and responses.

I’ll show how to structure your e-learning to easily create such adaptive learner paths in a subsequent newsletter.