Creative Instructional Design for Delivering Information (comprehension level)

Hi Everyone,

We have been asked by a client to create an elearning program about Worker Health and Safety Awareness. The content provided is very much at the comprehension level and is pretty much just giving information (e.g. Rights of workers, Internal Responsibility, Duties of employer/supervisor/worker, etc.). 

I'm struggling with creating an interactive and engaging course for learners with content that is not application or beyond (in Bloom's taxonomy). The client does have application-level training that will come after this "introductory" course as part of onboarding.

I wonder if anyone has instructional design ideas for making the delivery of information more engaging? 

Thanks in advance!

~Kathy

10 Replies
Brenda Tyedmers

Kathy, even with new and young workers you can almost certainly count on people having some general knowledge of HS, and people like to show what they know.  They will be able to identify (or guess) some correct answers to simple HS questions at the outset of each section, and during the course, especially if they are picking from some choices, matching, what's the best thing to do in this simple scenario, which behaviour is most appropriate etc.  If you're worried about applicability to their jobs (e.g., maybe some employees work in an office environment while others are in the field or warehouse etc.), simple branching options work well too. You don't need to make these questions count in their score.  

Personally, I feel it's particularly important with HS topics to connect to the "why" - why this procedure, why this reporting. If the organization has stated values (caring, teamwork etc.), connect to those where appropriate. I suggest including lots of clickable areas for them to explore further. 

Kathy Lee

Hi Brenda,

Thanks for responding.

We have considered applicability to different employees and have decided that the information applies to all, whether they work in the office or in the field (e.g. Rights of Workers - can refuse work that seems unsafe). 

With due respect, the examples you provide are all application (e.g. what's the best thing TO DO, why a procedure). My question is about designing a course that's purely comprehension-based since the application has been attended to by the courses that follow. Perhaps I need to revisit the purpose of this elearning course and consider other delivery channels.

 

Brenda Tyedmers

Hmm, being able to recall or identify the best thing to do (what), or identify the reasons for doing it (why), is not the same as doing it (i.e. application  = practice).

Having designed and facilitated classroom and virtual classroom HS training, as well as designing HS eLearning on the very topics you've indicated, I've found it's  easy to engage learners with interactivity, if the learning objectives (and relationships of the module to other learning) are very clear.

I start the design knowing what the tests of learning are going to be throughout the module, and then ideas about how to creatively probe learners'  existing knowledge, attitudes and awareness emerge more easily.  

Hope it goes well.   

Nick Petch

Hi Kathy - Here is something I made recently to teach some introduction economics content - it might provide you with some inspiration. 

https://community.articulate.com/discussions/building-better-courses/hipsternomics-the-use-of-variables-and-narrative-in-articulate-storyline-2

Also - Try to track down a copy of "Handbook of Individual Differences Learning Instruction" I think this book is a timeless classic which makes such a good point of reference for this kind of situation.

http://www.amazon.com/Handbook-Individual-Differences-Learning-Instruction/dp/0805814132

Best of luck

Nick