During the analysis step of the ADDIE model very often the delivery method question arises. There are many variables that can influence and drive the selection of the best learning delivery. In the end the selection comes down to the following factors: timing and location (Einstein would say “Space-Time”) and whether a “delivered” or a “self-directed” approach is suitable.
In addition to the factors above instructional design performance objectives play a role in the selection process. We will cover instructional design performance objectives in another blog post. Here, we just want to concentrate on a pragmatic approach and share a “Learning Pyramid” that can be used during this analysis stage and during the discussion of various training options with key stakeholders as part of the ADDIE process.
The following pyramid illustrates the above mentioned aspects and sorts these into a somewhat hierarchical order in terms of reach. It’s not a scientific method but rather an illustration and starting point for discussion.
At the top ranks traditional instructor-led training (“ILT”). It is still the most popular method among most attendees, probably also due to the entertainment element. It’s delivered, high-touch (sometimes literally!) and happens in the “here” and “now”. The next method is the virtual classroom (“Webinar”). This delivery mode is getting more and more popular due to its independence of geographic location which leads to savings in travel expenses and time. It can come close to a traditional classroom experience if delivered well and in an interactive way.
At the bottom of the pyramid we find all sorts of linear and non-linear e-learning like traditional e-learning, webinar recordings, videos, podcasts and more interactive e-learning pieces that include game elements and exercises. All these are self-directed and can be “consumed” anywhere and at anytime (with the right device).
Beside these approaches we also have technology-enabled social learning which sits somewhere in-between and among individuals and social groups.
An organisational learning strategy can include all or some of these elements. The advantages of a rich learning “menu” is that it offers more flexibility and adapts easily to different communication and learning styles.