Need Creative Ideas for Data Practices Training

Hey there Rachael,

while I do like the use of character avatars and animations, it does feel a bit Powerpoint-ey to me, like a front of the classroom presentation where you have replaced the tutor with the avatar.

I would recommend including more interactive parts, if only for the sake of stimulating reflexion and action in your learners. As an example, on the slide where you're talking about types/media of government data, you could ask the learner "Which one of these do you think could contain government data?" and have them click on the images you've used. Even if all the answers are correct, the exercise is all about activating the learners and causing them to reflect on possible media used to store government data.

Are you obliged to use that background image? Looking at just one image for the entire learning module might get boring quickly. If you have Articulate 360, they have a great stock photo library which I can recommend (in Storyline 360, click Insert/Photos). Perhaps, looking at the Content Library (Storyline 360: Slides/Content Library) might be worthwhile as well to gather some inspiration for creative slide designs.

Regards,

Marc Cuypers

Digital Learning Specialist

I think it helps to start with WIIFM,  that is, "What's in it for me?" (the learner).

What problem do they have or could have if they don't follow the data practices? Relate the various data formats, plus "create, receive, and maintain," to what they deal with on the job. 

Also, try to present the content as stories. You could even present worst-case scenarios, so they know—and want to avoid—the consequences of not following the data practices.

Best wishes from Dakota County!

These are GREAT ideas!  Thank you so much.  Keep em coming.  I'm updating a lot of our boring Government Training videos this year.

Thanks again!

Rachael

Here are some creative ideas for data practices training:

1. Storytelling: Use storytelling as a way to illustrate the importance of good data practices. Share examples of how poor data practices have led to negative outcomes for individuals or organizations, and contrast that with examples of how good data practices have led to positive outcomes.

2. Interactive simulations: Create interactive simulations that allow participants to practice different data practices in a safe, simulated environment. For example, create a scenario where participants must decide how to handle sensitive customer data in a hypothetical data breach.

3. Gamification: Turn data practices training into a game. Use points, levels, and badges to incentivize participants to learn and apply good data practices. For example, award points for correctly identifying a phishing email or for properly securing a password.

4. Role-playing: Use role-playing exercises to help participants understand different perspectives on data practices. For example, have participants role-play as a customer whose data has been compromised, or as a company executive who must balance data privacy with business goals.

5. Case studies: Use real-world case studies to illustrate good and bad data practices. Use examples from a variety of industries and contexts to help participants understand the universal importance of good data practices.

6. Group discussions: Facilitate group discussions to encourage participants to share their experiences with data practices and to brainstorm solutions to common data-related problems. Use these discussions to identify best practices and to foster a culture of data responsibility within the organization.

7. Hands-on activities: Use hands-on activities to help participants learn how to implement good data practices. For example, have participants practice data anonymization techniques or learn how to use encryption tools.

8. Personalization: Tailor data practices training to the specific needs of your organization. Use real-world examples and scenarios that are relevant to the participants

Who is your audience? What are you asking them to do?

When you can answer these two questions, it becomes much easier to design effective training for them. For example, are these people going to be required to quote the regulations as part of their jobs? Probably not. So don't focus on that.

Instead, put them in an interactive story in which they come to work one day and receive some information and have to decide what to do with it. Is it subject to the records retention rules? Why or why not? If it is, how will they archive it? Then they have a conversation with someone who requests some information. Is that information "public information" or not? Why? Based on their assessment, can/should they give out the information? etc.

In other words, your course is a series of scenarios/situations in which the learner must decide how to use, store, share, etc. various kinds of government information. When the learner makes a wrong choice, that is you opportunity to educate the learner about the rules. Put the "info dump" stuff into the feedback of decisions, not up-front. Only include information that informs decisions learners will actually have to make. Jargony definitions and rules quotations will be the first things to get rid of. Focus on helping your learners take appropriate action. Their jobs are to perform their work in accordance with the regulations, not to become experts and quoting the regulations. So focus on having them practice performing in job situations where knowledge of the rules is important. You may need to create a wide variety of situations/scenarios to cover everything, but it will be MUCH more relevant and engaging than a lengthy infodump of the rules and regulations on their own.

Hello, Rachael!

I'm currently working on a project to develop soft skills training for teenagers and I ran into similar issues.  IMO your intro looks pretty good and, perhaps, for visuals (as me, for example), it would be good to add more visualizing elements (i.e. infographics, pictures, videos, animated stuff). In fact, the colleagues above have already given a lot of really good tips. I want to add and share my specific notes:
      Following to WIIFM approach, recommended by Judy, I think there should be some "hooking question" at the beginning of every video to engage learners from the very beginning.  I reckon, that's really one of the most important thing to focusing on and this article with 10 E-Learning Attention-Getters That Really Work has good practical examples how to do that. That is just what you need! I saved it for myself to print it and fix on the wall.:) If you haven't seen it yet, be sure to pay attention. 
     Next, I also think that it would be good to leverage the power of the most of the possibilities of Articulate Storyline to create interactive modules with branching scenarios. By showing different scenarios such as, for instance, the applications of the data you are talking about, you can even allow students to make decisions and observe the scenarios and their consequences. For myself, I took note of the following hand-ons and practical tips on Creating Branching Scenarios , how to make a storyboard and How to Build a Branching Scenario in Articulate Storyline 
    Furthermore, to increase efficiency and engage participants, you can immerse them in realistic scenarios, by arranging quizzes and contests with the choice of the correct video, for example. Here I liked many solutions for interactive videos: How Can Designers Use Interactive Videos in E-Learning
    For my project, I plan also more deep interractions between learners with Social-Emotional Learning (SEL) , but I have a big project planned (8 faculties with 5 training programs each) and specific is defferent. I don’t know if it would suit you... The SEL approach is good for critical thinking and problem solving. Perhaps, you'd take some tips for your project. It may be helpful if you have training in applying data techniques in practical contexts.
   Anyway, I think creating online discussion forums or virtual communities where members can engage in collaborative dialogue is worth to do, irrespectively of platform or if it would be Telegram or Facebook etc. That groups provide an opportunity for learners to share experiences, ideas, and collaborate on learning and practice challenges. And the last but not least is to get feedbacks from the participants and correct the training program.
Hope, my notes would be useful for you.