2:37 → 3:20
So you are here to take the , emphasis on take the lead. You are the here when it comes to designing a great learning experience. Okay, so if a subject matter expert comes to you with about, you know, upload this PowerPoint to the LMS, or we need this to be 50 slides long, and here's exactly what that's going to look like, you don't, you don't take that at face , right? Like, you're here to for the learner, or for the end audience who's actually going to sit through this learning experience. You are the expert in designing that learning experience, not the subject matter expert. So you will need to the subject matter expert as you go.
4:39 → 5:00
It's not like a , right? Like, you don't say: we're not doing that, it's my way or the highway. But you need to take on this role almost as a . And that education piece is very important. Don't just say: oh, we're not using this PowerPoint because that's garbage, right? Like, that's just . Instead, talk about the of the approach that you are recommending.
Who does what? Choose the client, the SME or the instructional designer.Qui fait quoi ? Choisis le client, l'expert métier ou le concepteur pédagogique.
- pays for and signs off on the project.« The client is the person who pays for and signs off on the project. »
- usually has the final say.« The client usually has the final say on things. »
- will feel the pain if the project goes downhill.« Basically the owner of the project, the person who will feel the pain if that project goes downhill. »
- has probably done this job for many years.« They're the ones who have likely done this job for many years. »
- makes sure that the content is accurate.« Their role is to ensure that the content is accurate. »
- should not call the shots about which interactions to include.« They're not there to call the shots about what the learning experience will be, which interactions to include. »
- may have to give final approval on the content in a regulated environment.« It is very important that these SMEs are giving a final approval and sign off on the content. »
- advocates for the learner.« You're here to advocate for the learner or for the end audience. »
- is the expert in designing the learning experience.« You are the expert in designing that learning experience, not the subject matter expert. »
- filters out the noise and keeps only what is essential.« You need to filter out all of the noise. »
- is basically your mentor for the hour you're on the call.« They're basically your mentor for the hour you're on that call. »
Watch the passages again (the times are given) and drag the missing words into the text.Regarde à nouveau les passages (les minutages sont indiqués) et fais glisser les mots manquants dans le texte.
Watch the passages again (the times are given) and drag the missing words into the text.Regarde à nouveau les passages (les minutages sont indiqués) et fais glisser les mots manquants dans le texte.
5:48 → 6:21
So you need to make sure that everyone is on the same about what you're trying to accomplish. So this is subject matter expert, client, and you as the instructional designer: everyone needs to know what is the here. Why are we actually creating this solution? If the client thinks we're doing this just to check a for compliance, the SME thinks we're doing this to as much information as we can into people's minds, and you're here thinking that you're going to help people actually do something on the job, that's going to lead to problems if that isn't discussed up .
9:25 → 9:51
Action maps are focused solely on what people need to on the job. So if you're designing the learning in a corporate environment and the goal of the project is to actually change and help people do something differently, this is where we can design an action map. And this is when you will meet with the subject matter experts and even the client too, and start asking: what is it that people need to do to this goal that we've identified?
So you need to make sure that everyone is on the same about what you're trying to accomplish. So this is subject matter expert, client, and you as the instructional designer: everyone needs to know what is the here. Why are we actually creating this solution? If the client thinks we're doing this just to check a for compliance, the SME thinks we're doing this to as much information as we can into people's minds, and you're here thinking that you're going to help people actually do something on the job, that's going to lead to problems if that isn't discussed up .
9:25 → 9:51
Action maps are focused solely on what people need to on the job. So if you're designing the learning in a corporate environment and the goal of the project is to actually change and help people do something differently, this is where we can design an action map. And this is when you will meet with the subject matter experts and even the client too, and start asking: what is it that people need to do to this goal that we've identified?
Watch the passages again (the times are given) and drag the missing words into the text.Regarde à nouveau les passages (les minutages sont indiqués) et fais glisser les mots manquants dans le texte.
10:42 → 11:30
So the most important piece, maybe, is to these SMEs during the meetings. That's where you as the instructional designer need to speak up and need to say: how is that what people need to do, right? Or ask questions in a different way, which is the next point: ask questions. You need to ask, you know: thank you, thank you for that information, but what would that look like if someone were using that information on the ?
12:03 → 12:45
When you're on these meetings with the subject matter experts, the main point is: don't just down everything they say. Don't take everything that they say as rule or as . You need to have that bigger view. You need to out all of the noise and all the extra information that the subject matter expert may be giving to you. And you need to make sure you're only including what's to bring that person in the audience, or that employee, from point A to point B. That is your .
So the most important piece, maybe, is to these SMEs during the meetings. That's where you as the instructional designer need to speak up and need to say: how is that what people need to do, right? Or ask questions in a different way, which is the next point: ask questions. You need to ask, you know: thank you, thank you for that information, but what would that look like if someone were using that information on the ?
12:03 → 12:45
When you're on these meetings with the subject matter experts, the main point is: don't just down everything they say. Don't take everything that they say as rule or as . You need to have that bigger view. You need to out all of the noise and all the extra information that the subject matter expert may be giving to you. And you need to make sure you're only including what's to bring that person in the audience, or that employee, from point A to point B. That is your .
Drag each definition next to the right notion.Fais glisser chaque définition en face de la bonne notion.
- a clarifying question
- an info dump
- to call the shots
- a learning objective
- a blueprint
- to sign off on a project
- liability issues
- an action map
- to check a box for compliance
- Bloom's taxonomy
What would a good instructional designer say or do? Choose the best answer.Que dirait ou ferait un bon concepteur pédagogique ? Choisis la meilleure réponse.
- The SME: « Just upload my eighty slides to the LMS, that'll do. » You: Don't take it at face value, but don't be rude: « talk about the benefits of the approach that you are recommending. »
- The SME: « People really need to know the history of this code. » You: Ask a clarifying question that brings the SME back to what people need to do.
- The client: « Honestly, we just need people to pass a ten-question quiz for compliance. » You: If the goal is to check a box, don't wear yourself out fighting for a great learning experience.
- The SME: « Oh, and let's include this other video we have, just because. » You: Everything must tie into the objectives: extra content dilutes the effectiveness of the solution.
- The SME: « Can you write down everything I say and put it in the course? » You: « Don't just write down everything they say. » Filter out the noise.
- You asked the SME to review the storyboard by Friday. It's Monday: no answer. You: « If you just sit around waiting, odds are they forgot about it. »
- First meeting: the SME arrives with a list of ten demands. You: « It's not like a battle »: you take on the role of a consultant.
- The client and the SME don't agree on why the course exists. You: « Everyone needs to know what is the goal here. » Discuss it up front.
Read the rule, then write the verbs in the right form (the base verb is given).Lis la règle, puis écris les verbes à la bonne forme (le verbe de base est donné).
Clarifying questions: imagine the situation with « would »
Devlin's best question: « What would that look like if someone were using that information on the job? » The SME has to imagine a real scene at work, so the answer is concrete.
if + preterite (it is imaginary), then would + base verb: If a new hire made this mistake, what would happen?
With be, careful English uses were for everybody: if someone were using… · if I were a new hire… (was is common in conversation).
would alone also makes a question softer and more open: What would people need to do?
Careful: no would after if:if someone would use → if someone used.
Devlin's best question: « What would that look like if someone were using that information on the job? » The SME has to imagine a real scene at work, so the answer is concrete.
if + preterite (it is imaginary), then would + base verb: If a new hire made this mistake, what would happen?
With be, careful English uses were for everybody: if someone were using… · if I were a new hire… (was is common in conversation).
would alone also makes a question softer and more open: What would people need to do?
Careful: no would after if:
What would that look like if someone (be + use) that information on the job?
If a new employee (make) this mistake, what (happen)?
If you (have) only one hour with a beginner, what (you / show) them?
What (people / do) differently if they (know) this?
If we (remove) this module, (anybody / notice)?
How (you / explain) this to someone who (not know) anything about insurance?
If the learners (can) remember only one thing, what (it / be)?
If I (be) a new hire, what (I / need) to do on my first day?
If a new employee (make) this mistake, what (happen)?
If you (have) only one hour with a beginner, what (you / show) them?
What (people / do) differently if they (know) this?
If we (remove) this module, (anybody / notice)?
How (you / explain) this to someone who (not know) anything about insurance?
If the learners (can) remember only one thing, what (it / be)?
If I (be) a new hire, what (I / need) to do on my first day?
Your turn: run the kick-off meeting.À toi : mène la réunion de lancement.
1. Think about it (discuss with a partner, or in class):
- Have you ever taken a course that was only there to « check a box »? What did you remember from it?
- Devlin says the designer is « almost a consultant ». Do you agree? When should a designer say no to an SME, or to a client?
- Learning objectives or action map: which one would you choose for your next project, and why?
2. Role-play: the kick-off meeting (in groups of three, fifteen minutes). Choose a project: fire safety in a hotel · a new booking software in a travel agency · dealing with customer complaints in a bank.
- The client wants the course fast and cheap, « just to check a box ».
- The SME wants to put everything they know in the course, and keeps going off track.
- The instructional designer must get everybody on the same page about the goal, ask what people need to do on the job, and redirect politely.
Useful phrases: Before we start, let's agree on the goal. · Why are we creating this course? · What do people need to do differently on the job? · Thank you for that, but how does it support what people need to do? · What would that look like if someone were using it on the job? · Let's keep that for later. · So, if I understand correctly… · Could you review this by Friday?
3. Write (on a sheet of paper): the action map of your project: one measurable goal, five things people need to do on the job, and for each one the clarifying question you would ask the SME. Then write the short follow-up email you send to the SME after the meeting (what you need, and by when).
General comprehension · The details · Key notions · What would you say? · Clarifying questions · Your turn · Final test · The words · Back to the course