Micro-Courses & Navigation
Organization: Nebraska Medicine | Healthcare | 2017
Project Type: Curriculum | Module
Brief Background: This project was compliance training. The old training was primarily Powerpoint-based and almost entirely structured around the learner reading content. The scope of the project covered dozens of topics, 12 Storyline modules and more than 40 subject matter experts. This module contained five micro-courses bundled inside.
Project Goal: Update old education with modern user interface (UI), modern user experience (UX), and adult learning theories. Edit down topics into bite-sized chunks and structure the training into micro-courses that can be taken all at once or at different times, and in any order. Build in multi-media, interactions, practice, and knowledge checks. Incorporate motivational theories to personalize and gain learner buy-in on the importance of implementing what they learned.
Primary Obstacles: The topics were "dry", lengthy, and filled with a lot of information the current employees had covered every year since they started work.
Mobile: There was a desire to prep the content for going mobile the next year, so designing it to be mobile friendly was critical to prevent having to do rework later.
Design & Development Solutions
Micro-courses: The five topics were broken down into micro-courses, with each taking less than 7 minutes to complete and several only took a few minutes. They could be taken in any order and could be taken all at once or individually as time permitted.
Androgogy Theory: One of the primary obstacles was a culture of learners who didn't see the necessity of taking this education, and saying "because you have to" never works. But none of the learners would argue that these topics weren't important and meaningful to their patient care practice. None of the learners would argue against learning what to do for their patient who was dealing with topics such as "Death & Dying" or "Organ Donation." So how do we close the chasm between the learning and the learner motivation? To answer this, I applied Androgogy Theory and theories of motivation such as Self-Determination Theory and Reflective Theory. I used emotional cues and reminders of the inherent consequences of not taking these topics seriously and the people depending on them. I used music, cases, statistics, and imagery to encourage the learner to reflect on their experiences with these topics and calls to action that remind the learner they are competent and autonomous and that they've already shown up for the right reasons.
In the end, the reason is still "because you have to," and not because some random state policy said so, but because the alternative does not provide quality or compassionate patient care.
Audio & Effects: The examples on the right show two ways the emotional motivations were tapped into. In the first video, I used licensed stock videos and a licensed stock music track with the blocks of text concerning the various resources available and expectations of use. In the second, there's no audio, just silence, relating the learning they were taking with the reality of the topic they were learning about by using current statistics about organ donation.