Improving learning engagement and results depends on motivating learners.
That’s not a simple task because motivation is highly individual: “People not only have different amounts, but also different kinds of motivation,” researchers Richard Ryan and Edward Deci wrote.
People are motivated for different reasons to do different things, and their motivation stems from different attitudes, goals, and reasons. Some motivators are intrinsic to the individual learner, while other motivators are extrinsic, that is, they are imposed by individuals or circumstances that influence the learner.
For instance, a learner might be motivated to complete training out of curiosity or a desire to be better at their chosen profession. These are intrinsic motivators. Others might complete the same training out of fear of losing their license to do their work or because they want their manager’s approval (or fear the consequences of not doing the training). These are extrinsic motivators.
Training designers need to sort through the vast number of influences and factors, consider their learner populations — and come up with training features that will motivate all of those unique, quirky individuals to engage with training and work at it hard enough and long enough to learn, remember, and be able to apply the information it contains.
That’s a big ask.
The foundations of learner motivation
Fortunately for OttoLearn’s developers, a vast amount of research exists on motivation, including multiple papers by Ryan and Deci. OttoLearn is based on key insights from that research, such as:
- Intrinsic motivation results in higher-quality learning and creativity.
- Some forms of extrinsic motivation, like rewards, if used improperly, can make learners feel “controlled” and actually diminish intrinsic motivation.
- Other forms of extrinsic motivation can provide a sense of autonomy and signal learner buy-in; these produce similar positive results to intrinsic motivators.
To create engaging, effective microlearning, then, developers must tap into intrinsic motivation or create extrinsic motivators that lead learners to identify with and internalize learning goals. That requires meeting deep, universal human needs.
Gamification motivates when it meets human needs
Gamified eLearning is immensely popular. Training designers and developers recognize the potential of games and gamified content to entice learners and keep them playing — and thus engaged with content — for a long time.
But are they really motivating learners?
They might be … or they might not!
Gamification can tap into the deeper, more sustainable motivators if it’s done correctly. According to game expert and author Jane McGonigal, that means:
- Providing challenging activities with clear goals and actionable steps
- Showing learners their progress and offering the possibility of success
- Providing social connection
- Allowing learners to be part of something larger than themselves and that has lasting significance
That means taking gamification beyond adding points and levels to existing training content.
OttoLearn offers meaningful gamification
Learners using OttoLearn move up and down mastery levels, which is an element of gamification. But gamification is built into the OttoLearn microlearning app to a far deeper extent, enabling Otto to tap into learners’ intrinsic motivators and encourage their buy-in to training and learning goals.
Formative feedback, which is provided during learning activities, guides learners toward better results and has been shown to improve knowledge retention. It also, according to researcher Valerie Shute, “can be a powerful motivator when delivered in response to goal-driven efforts.” In other words, providing formative feedback reinforces intrinsically motivated learners — as it also helps them in their quest to do better.
OttoLearn provides formative feedback for every Activity, every interaction between a learner and Otto. The feedback does more than cheer on a correct response or commiserate with an incorrect one; it tells learners why their answer is correct or not. It coaches them to a better response or solution.
Progress & status
Learners always know where they stand in Otto. During every micro lesson, they can see how far they have come and what they still have to do to achieve their mastery goals.
When learners engage with an Activity, they indicate whether they have confidence in their response. If they are confident that they know something — and their response is incorrect — they’ve just discovered a knowledge gap they didn’t know they had! They then get targeted content to help them fill that gap.
By helping learners identify and eliminate these gaps, Otto taps into learners’ intrinsic motivation to improve themselves and do well at their jobs.
A big-picture perspective
In OttoLearn, training is not narrowly focused on a single Module or Topic. Learners understand where they are in a bigger-picture sense as well.
They can work together with managers to map out learning goals and paths that make sense for them — choosing the level of mastery they need and setting up a curriculum of Modules that will advance their career goals, not only their immediate content knowledge needs.
This keeps learners engaged with goals that connect them with a larger purpose, whether it’s a growth path within their current role, a long-term career plan, or a sense of how they can meet the evolving needs of their team or department.
Challenges and goals
OttoLearn delivers adaptive training, which means that each learner gets appropriate content at the right pace and in the right order. For novice learners, instructional scaffolding guides them through basic concepts before challenging them with advanced content. More experienced learners can breeze past the content they know and immediately face challenges at their level.
Otto knows that what constitutes a “challenge” is different for every learner, so it delivers the content that each individual learner needs — not identical content to all learners in a particular job role or experience level. This keeps each learner at the edge of their knowledge so they constantly stretch and grow. It also ensures that content is relevant, increasing learner buy-in and motivation.
It adds up to motivated learners.
With OttoLearn, learners engage because training is relevant and fun. They always know where they stand and where they’re headed.
Contact us today to learn more about OttoLearn — and to start motivating your learners!
Access to knowledge or performance support tools
Achieving a worthwhile or meaningful goal
Achieving a reward — a grade, a badge, points, a prize
Receiving an unexpected reward
Contributing to improving a project or a product
Wanting to be perceived as a team player, wanting to be liked
Improving performance or effectiveness relative to own past performance
Improving performance or effectiveness relative to coworkers; “winning” or being the best
Knowing enough to avoid making mistakes and do better work
Losing status or levels within a gamified framework as the result of making a mistake
Feeling of completing a task, accomplishing a goal, finishing a project
Doing the “right” thing — following rules or norms, being ethical
Is the corporation’s compliance training program well designed?
Prosecutors will look at whether the training is designed to prevent and detect wrongdoing and whether management is enforcing the program by means of training, incentives and discipline.
Is the program being applied earnestly and in good faith? In other words, is the program being implemented effectively?
Prosecutors are expected to directly investigate whether a program is merely a “paper program” or a sincere effort. Evidence of a company-wide commitment to ethics and compliance, promoted by senior and middle management, is needed.
Does the corporation’s compliance training program work in practice?
Good intentions and training don’t count if they don’t work; in assessing whether the program “works in practice,” prosecutors will look at how the suspected misconduct was detected, what the company’s investigation process is and how the company is trying to correct the problem.
Microlearning delivers small, narrowly focused bits of information.
Adaptive microlearning tailors that content to each learner’s knowledge gaps and learning goals, ensuring the training is relevant.
Continuous adaptive microlearning conditions each learner to engage with relevant training every day — for just a few minutes.
Read More Burning Questions
Learning experience platforms
Virtual and augmented reality
Consulting more deeply with the business
Developing the L&D function
When people have a question or don’t know how to do something, what do they do?
Whip out a smartphone and look for information. What they don’t do is sign up for a 1-hour seminar.
Microlearning brings corporate eLearning into the modern paradigm. Microlearning describes eLearning content that is:
- Narrowly focused
- Available on demand
- Mobile-first or mobile-friendly
It must answer a question, meet an immediate need, or help the learner solve a problem.
In the City of BigTown, there was held a conference,
One of training professionals — those making a difference.
A difference to company ROI by delivering training,
From many perspectives — like Manufacturing.
And, too, there were call centers, colleges, corporate sectors,
Each chiming in about outcomes and metrics.
All shipped their training through an LMS platform,
But were desperately seeking true training reform.
One was Antonio, who hated the manuals —
For his product revisions and updates, they were annual.
Plus his printing costs? Oh, they were crazy!
And he truly believed that franchisors were hazy.
None knew how to train in an effective way,
"There’s too much to read, to do!” they’d all say.
For there were many levels of training to assign,
From the top at head office, down to those on the front-line.
Trainers Helen and Abinash nodded, “We agree!”
Said Feng, "Paper and handbooks? Just another dead tree.
On the job, not everyone will have the info they need,
Because the content changes and updates they never did read.
They never learned the content added along the way
That may apply to their region or division today.
Plus, in the field with team members in many locations,
Mobile-first training would make a stronger foundation!”
Said Sales trainer Jane of her PDFs stored online,
“They’re rarely revisited after onboarding time.
I need content delivered in snack-sized bites,
And the ability to test them until they get it right.”
Ursula chimed in, "Onboarding’s a pain for new hires,
With most feeling like their hair is on fire!
Plus, promoted reps must refresh what they know
To be properly prepared to perform their new role."
"I deal with compliance," sighed Manal the Banker.
Abinash nodded, Frank turned to thank her,
For she’d raised the ugliest concern of them all —
That certifications aren’t based on year-long recall.
“To maintain the standards and follow each rule,
We need more than one test that comes out of the blue.
When it comes to things like health & safety, it's a game-changer
Because if their training is lacking, they could be in danger.”
Continuing he asked, “Could training be location-specific?
As learners move through the plant, alerts would be terrific!”
Helen asked who used traditional classroom training
Combined with online to keep interest from waning.
Did they have workshops, seminars, or events,
The kind that take workers away from their desk?
"They learn at that moment, then likely forget —
is there a way to get long-term retainment?”
Rachel had been quiet, she’d said not a word,
When suddenly she leaned in so her voice would be heard.
"We solved these concerns after ditching binders and books —
We use daily drip training and our learners are hooked!
When we update our content, it gets to them faster,
And metrics and KPIs reveal the content 'masters.'
We use OttoLearn for microlearning and we’ve been thrilled,
for all of our training needs — and more — are fulfilled."
So ends our tale of the nine trainers complaining
about the problems they had delivering training.
Training that mattered, with metrics and firm ROI,
Based on data analysis of prime KPIs.
Many problems they shared, with no clear resolution,
Found Agile Microlearning with Otto was the solution!
Microlearning both adaptive and agile saved them from disaster,
Making trainers and trainees learn happily ever after!
- Combining the question and activity tabs
- New WYSIWYG editor which is “inline” with the text
- Ability to include media (images, video, audio) within activities (question, answers and feedback)
- Icons to indicate correct answer, position locking, whether or not the answer is visible to learners (active), and override feedback
- Learner password reset
- Streamlined data entry into the content studio, by being able to quickly add
- Numerous small updates and bug fixes
- Check out our most recent updates and add yourself to be automatically notified when we push updates
- Super easy to understand
- Very predictable cost, if you have a specific number of users (eg: employees)
- Doesn’t differentiate between users that have different volumes.
- Have to purchase seats for your maximum number of users.
(Typically the number of users that log in during a month)
- You don’t need a license for every specific user, you can often only license half of your users (since perhaps only half ever log in during a month)
- Typically there is a large cost for going over your licensed number of users, which can be incredibly expensive (eg: 5-10x more than your licensed cost)
- You often have to “play games” as an administrator, not wanting to do a mass course enrollment if you have only have your users licensed in a month
What It Means
Why It Matters
An algorithm determines each learner’s knowledge gaps and feeds them practice activities to close those gaps.
Efficiency. Learners learn the material faster because they spend less time on what they already know.
Learners can follow a scaffolded learner path or self-direct their learning.
Learners are inquisitive. We all Google for information when we need it, so why lock learners into a particular learning path?
Learners engage the most when they are allowed to deviate from a set path and explore available content.
At the end of the day, as long as each learner reaches their mastery goal, the particular path they took to reach there is unimportant.
Delivering content to the learner in smaller chunks.
Chunking content is important only if it is paired with the ability to search for and find specific content chunks “on demand” and the ability to consume just the chunks a learner needs. With these features, training doubles as a performance support.
Learning Experience (LX) Design
Using science and art to create experiences that help learners fulfill the learning outcomes they desire, in a user-centered and goal-directed way.1
Have you used Google? If so, then you have benefitted from Experience Design (XD): When you search for something, you rarely have to go past the first result.
With good XD, you don’t think about the design; it “just works.”
With poor XD, your learners will disengage. They’ll say they “don’t have time.” What they are really saying is that they “don’t have time for the poor experience.”
Typically, when used in relation to L&D, AI actually means “machine learning.”
Machine learning algorithms learn from data and “get smarter” over time.
Have you used Netflix or Amazon recommendations? They are based on machine learning.
The algorithms look at a ton of data, including your past choices and choices made by others who are similar to you, to make predictions as to what you will want to watch or buy.
In L&D, machine learning principles are being integrated in much the same way: to provide recommended content for a learner to consume.
This reduces the burden on training administrators to try to predict or guess what is relevant for each learner. It also provides a more personalized experience for each learner.
Imagine that you are a salesperson, and your training mix subtly and automatically shifts, based on the nature of opportunities in your sales pipeline. You are offered training only on available products that you have not already mastered. That would be a training program that is driven by machine learning.
An algorithm determines each learner’s knowledge gaps and feeds them practice activities to close those gaps.
Use learning analytics to make better decisions by converting data into insights.
The true value is not just in providing more data, more charts, and more graphs. The value is in leveraging AI to search for and surface insights that you’d never think to look for.
Combine the analytics from learners’ performance with key KPIs for the outcomes you desire, and have the analytics engine generate predictions such as, “Learners who reach mastery in the Objection Handling module will close 3.4 percent more deals.”
Now that’s actionable intel.
About a week before I began getting my Ottolearn Mastery Moments, I had a popup window from Adobe appear on my screen as I was working on another project, prompting me to update my version of Flash. We do use Flash, so like an idiot, I clicked on the popup and asked it to start the update—and only then noticed that the url was not an adobe address. Of course, I closed the popup window using the X in the upper corner, which didn’t solve anything. Our IT guys did the best they could for me, but my computer is still compromised, and is being replaced.
Fast forward to Ottolearn and your Online Security for Employees course. After completing several mastery moments, I have now learned what to do with popups like that. This morning, as I restarted my computer again, that same Adobe popup appeared and this time I was ready! I opened task manager and killed that little $%^&^ dead in its tracks.
I know the point of letting us try out OttoLearn as participants was for us to experience the power of this platform from the learner’s point of view. I can tell you that I personally am very grateful for the training you provided to me, and the fact that I was able to let others in my company know how to kill off those nasty virus-carrying popups. Yes, it works. Yes, it’s fun! And yes, I have a true feeling of accomplishment.
I can’t wait for the point at which we can talk more about developing courses for our clients.
New accounting rules
Workplace violence & harassment prevention
Framing a basement
Changing a tire
Retrieval practice is the key to retention.
Your brain wants to be as efficient as possible. Why would it try to encode information for long term storage if it thinks you don’t need it? You need to actually practice retrieving memories (information) in order to have your brain store it in long-term memory.
Spaced retrieval radically improves learning efficiency.
You not only need to practice retrieving information from memory, but you need to wait until you’re on the edge of forgetting it. This is why cramming is so ineffective at generating long-term retention.
Interleaved learning feels strange at first, but dramatically improves retention and skill.
Interleaved learning—mixing up material while learning and practicing, such as mixing up practice activities while learning WHMIS and supervisory skills, will improve your retention of both.
- Cost predictability. Each seat costs you $x/month
- Typically more expensive than a usage-based license
- Typically less expensive than a seats license
- Cost variability tempered by pre-purchasing usage credits that never expire and consume them over time
- Best possible quadrant for engagement
- Will overcome learning obstacles
- Will find a way to learn, even if materials are poor
- Won’t need nudging or incentives
- Text is great
- Can easily learn something
- May need to work up the energy to engage in low quality materials
- May procrastinate, so incentives can help motivate.
- Text is great
- Wants to learn
- Has little experience so can benefit from more instructional quality
- Greatest benefit of video and other rich media
- Worst possible quadrant
- May not have experience in the topic
- May not really care about it
- Will require a lot of motivation to see engagement
- Video can help