Boredom-Proofing Learning Content - ASTD Philadelphia e-SIG...Work • Principal, Learning Peaks, LLC, Centennial, Colorado • Instructional analyst/designer yg Books • Making Sense

Boredom-Proofing Learning Content

Making Learning Content More Compelling (b B i f “O h ” C W i )(by Borrowing from “Other” Content Writers)

Patti Shank, PhD, [email protected]

© 2007, Learning Peaks, LLC. All rights reserved.© 2009, Learning Peaks, LLC All Rights Reserved


http://www.youtube.com/watch?v=LJRthpxDM10

Work • Principal, Learning Peaks, LLC, Centennial, Colorado

• Instructional analyst/designer y g

Books • Making Sense of Online Learning

• The Online Learning Idea Book

• The e-Learning Handbook• Essential Articulate Studio ‘09

Work passions

• Pragmatic instructional design• Designing for results


passions • Designing for results• Learning activities and

assessmentsPatti Shank, PhD, CPT

Does this look like it will be compelling? Why or why not? Type your answer in the Public chat.

Internet.lnk


https://akss.dau.mil/dapc/TUTORIAL/index.htm

1

Does 1 or 2 look more compelling? Why? Type your answer in the Public chat.

2

http://www.office-ergo.com/conventi.htm


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http://www.articulate.com/community/showcase/?page_id=27

Human memory is biased towards things that are vivid, unusual, unexpected, or emotionally charged.


People notice and pay attention to content that is vivid, unusual, unexpected, or emotionally charged.


ANSWER QUESTIONS WITHOUT LOOKING AT YOUR HANDOUTS!!!

A. What is the purpose of the Defense Acquisition Process tutorial?

B. Were there any non-guard soldiers in recruiting clip?

If you know the answer to A and/or B, please type it in the P bli h t ( l tt i f t k hi h ti


Public chat (use letter in front so we know which question you are answering).

Analyze 5 techniques used by “other” content writers

Consider how to apply these Consider how to apply thesetechniques to WAKE UP WAKE UP learning content

Ugh. Objectives. This might be boring…

Shhhh!


Strategy 1 : Make a good first impression.

Take notes about how these examples make a good/bad first impression so you can apply this to learning content.


Does 1 or 2make a better first impression. Why? Type your answer in the Public chat.

112


http://www.astropix.com/INDEX.HTM

http://www.geocities.com/capecanaveral/lab/6529/primer.html

11

2


Does 1 or 2make a better first impression. Why? Type your answer in the Public chat.

What is your first impression? Type your answer in the Public chat.


http://www.dod.mil/dodgc/defense_ethics/2003ethics_training/page2.html

Content like people makes a first impressionContent, like people, makes a first impression.


How can we apply these making a good first pp y g gimpression techniques to learning content?

Type your answers in the Public chat.


Strategy 2: Get noticed.gy

Take notes about how these examples get noticed so you can apply this to learning content.


http://oreilly com/catalog/hfhtmlcss/http://oreilly.com/catalog/hfhtmlcss/chapter/ch08.pdf


Wait until the page from the book opens. What catches your attention? Type your answer in the Public chat.

This is a software manual. What catches your attention? Type your answer in the Public chat.


http://www.google.com/googlebooks/chrome/index.html

What catches your attention? Type your answer in the Public chat.



What catches your attention? Type your answer in the Public chat.

Wait until the page opens. This example shows _(something about the compelling‐ness of the example)_. Fill in the blank by typing in your answer in the Public chat.


Notice attention ( learn)


How can we apply these getting noticed pp y g gtechniques to learning content?



Strategy 3: Promote curiosity.gy y

Take notes about how these examples promote curiosity so you can apply this to learning content.


Let’s look at this clip. Were you curious? About what? Type your answer in the Public chat.


http://www.youtube.com/watch?v=tIqXcJMT5rI&NR=1

Let’s look at this clip. Were you curious? About what? Type your answer in the Public chat.


http://www.youtube.com/watch?v=AreDpDyAb68

Is there anything about these articles that makes you curious to read more? Type your answer in the Public chat.


http://ithinkthereforeiblog.com/

Marketing content exploits the fact that people are naturally curious and that peoplepeople•Often think they know more than they do.•Are invested in their own opinion.•Are interested in how things impact them and others they care about.L t l t i k di ti d th


•Love to solve mysteries, make predications, and the like.

How can we apply these promote curiosity pp y p ytechniques to learning content?



Strategy 4: Reduce telling (Telling is aStrategy 4: Reduce telling. (Telling is a curiosity killer.) Take notes about how these examples reduce or eliminate telling so you can apply this to learning content.


pp y g


What’s the message? Type your answer in the Public chat.

Let’s look at this clip. What is the message? Type your answer in the Public chat.


http://www.youtube.com/watch?v=wrjozeqc21M

It is more compelling to give people the opportunity to come to a conclusion rather than tell them what the conclusion shouldbe.


How can we apply these reduce telling pp y gtechniques to learning content?



Strategy 5: Use humor.

Take notes about how these examples puse humor so you can apply this to learning content.


Let’s look at this clip.Did the humor increase your interest? Why or why not? Type your answer in the Public chat.


http://www.youtube.com/watch?v=VXeZ0s8DXZ0

Let’s listen at this clip.Did the humor increase your interest? Why or why not? Type your answer in the Public chat.


http://manners.quickanddirtytips.com/complaints-department.aspx

Humor can be compelling. Some caveats…

Know your audience.

Avoid tricks and deception.

Real, but surprising.


How can we apply these humor techniques pp y qto learning content?



Is there something from this session that you can use session that you can use immediately?

Share!!!Please share it!share it!

Recap:Keep people curious.Stop telling learners everything. Ditch Ms. Fussbudget, the told‐you‐so teacher.Showing is more compelling than tellingShowing is more compelling than telling.Funny is fun (but not always).First impressions count. If it looks boring, it is boring.

C-Ya!

Available :Jbpub.com

Amazon.com

Available:Wiley.com

Amazon.com

© 2007, Learning Peaks, LLC. All rights reserved.

Thanks!!!


Documents

Boredom-Proofing Learning Content - ASTD Philadelphia e-SIG...Work • Principal, Learning Peaks, LLC, Centennial, Colorado • Instructional analyst/designer yg Books • Making Sense