How to Develop Great Online Video Training Programs

Transcription

1 How to Develop Great Online Video Training Programs 1

2 Chris Osborn is the VP of Marketing for BizLibrary. He has been presenting for BizLibrary over the last 4 and a-half years on our continuing education approved programs on a wide range of HR and employee development programs ranging from leadership development best practices to next generation learning strategies. Chris is on the Technology Enabled Learning Board of Advisors with HR.com and is a recognized thought leader in the industry on learning strategy, online learning solutions and learning technology. He is a self-described "career chameleon" having had successful careers as an employment and litigation attorney, human resources executive, university faculty member, organizational consultant and speaker. Ken Cooper heads CooperComm, Inc., a St. Louis training consulting firm founded in In addition to delivering 2,500+ in-person seminars, he has extensive experience in video-based training. Ken has appeared in 100+ live satellite TV training programs for organizations such as Apple and Anheuser- Busch. He also co-founded a video-based training firm, delivering over 3 million program views to 1,000+ customers. Ken has written hundreds of articles and white papers, and he is the co-author of Taming the Terrible Too s of Training, and the author of Effective Competency Modeling & Reporting and The 2

3 Relational Enterprise. 2

4 BizLibrary provides an award-winning online training library of thousands of courses covering business skills, HR/compliance, technology, safety, sales, customer service, leadership, management, and many more. BizLibrary programs are short, effective, mobile-ready, and delivered on our platform or any AICC/SCORM compliant learning management system. 3

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6 Poll question Describe experience with custom video 5

7 We know bite-sized video works to deliver highly effective, targeted learning content and resources to employees. We also know that with the right approach to delivery (mobile!), bite-sized video has the potential to live up to the long promised anytime, anywhere learning capability of online training. The challenge many organizations are now confronting is how to develop customized content to deliver their unique subject matter expertise to employees and maybe even customers in an effective video format. In this session, you will learn the art and science of developing customized online training videos. Adult learning theory, brain science and memory feedback loop are the foundational principles we ve relied on for years - and they are still more important than ever! We ll take these foundational principles and bring them into line with current technology and video capability to help us create, development and then deliver online training videos that work better than any type of online training that s come before. 6

8 Need for next generation of content strategies Three core elements Curation of content Revised definition of content Delivery of content 7

9 Build, Borrow, or Buy What is the Ideal Training Content Mix? Nearly every week, training and HR professionals are faced with the need to add training resources to their workplace learning programs. That could mean a new customer service program, updating a legal compliance program, training to support a new product launch or computer system installations, etc. The possibilities are endless. Whether you are replacing an outdated program or implementing a new training program, you must consider three paths: Build you can always open a blank file, pick an authoring tool, and go to town. You re only limited by your imagination, skills, and time (and maybe budget). The world is your oyster just don t screw it up. What do you need content to do? What TYPE of content will work best? e-learning: resources needed Expertise in development SME 8

10 Technology platform Video: resources needed Expertise in production Technology (if reporting and tracking matters) Documentation: resources needed Challenges Self-authoring tools make building content appear really easy.... How many of us have seen poorly constructed e-learning courses? Expertise Instructional design Development Graphics Video Editing Copy/script development Acting (for scenarios) The type of interactivity or flexibility that you need the elearning course to have Whether you want to leverage a library of elearning activities or create custom activities The desired flow and structure of the elearning course Your desire to have someone other than the elearning developer (whether it s you or a vendor-partner) update the content after the initial course is complete Borrow oftentimes there are free or nearly free resources available online. You may want to take advantage of these. Just keep in mind, strong caveats apply. First, you are on your own here, so be careful. There is no support and no warranty that the information is correct. There is also no cost, and often tremendous, uncompromising power. Be especially sensitive to intellectual property rights when borrowing and make sure you have rights to use the resources. Why recreate the wheel? f the topic doesn t involve one of your organization s pillars, you should more than likely borrow or buy that content. You should borrow all the tools, libraries and resources you can in order to help your team focus. Take advantage of these free resources and the benefits they offer. You 8

11 can find free resources at places like YouTube, SlideShare, Vimeo, and a variety of website and blogs. Communities of practice and social networks also offer great content that you can borrow. We re already overloaded with information, an important consideration when borrowing content is establishing relevancy, context and authority. As a facilitator of learning and development it s our responsibility to turn on the filters for our employees Buy for almost all your needs, there s a partner out there who will charge you for their solution. This could be a perpetual license, a software-as-a-service offering, outsourced development resources, a consultant, or a support contract. The biggest drawback here is potentially the cost and time to source these materials. 8

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15 It s the elephant in the room Consultants, authors, and the trade press are all writing about how training isn t generating true business results. The problem is that most workplace training violates the fundamental rules for adult learning. 12

16 Traditional training suffered from the Terrible Too s 13

17 There are unavoidable truths about what works with training. Avoid them at your peril. 14

18 Then the U.S. Department of Education 2009 meta-study of e-learning vs. in-person learning changed everything. From page 18: The overall finding of the meta-analysis is that classes with online learning (whether taught completely online or blended) on average produce stronger student learning outcomes than do classes with solely face-to-face instruction. It was the exact opposite of what everyone traditionally thought. 15

19 The research on what works is well-established, and much of it points to video as an ideal medium. These are all candidates for your instructional design library. 16

20 Video production continuum: Guerilla video to Personify to Broadcast quality Production values myth that high values ALWAYS yield learning or engagement Content always trumps production!! 17

21 The research on the effectiveness of video is well-established, starting with studies of the use of filmstrips for training in the 40 s. There was another batch of research in the 60 s with educational TV, and more research in the 90 s and 00 s with online training. 18

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23 Video delivers an enhanced learner experience. 20

24 So what does it take for you to create must-see TV for your learners? 21

25 Have the bandwidth to commit to video / network capabilities 22

26 Start with what you ve got Core content Current custom Access to OTS collection 23

27 Identify your gaps what is the desired state of PERFORMANCE compared to current state? So this tells you where you need content to be applied! (Remember the learn then apply?) 24

28 Throughout the use of PCs, end-users have taken over the tasks formerly done by experts in the field. In the beginning, they weren t great at it, but they became good enough to do it themselves. There used to be word processing centers. Then users did letters and desktop published forms on their own PCs. There used to be art departments. Then users did basic photo editing on their own. There used to be Web developers. Now users create websites with easy-to-use construction tools. The same thing is happening with video. It used to take a video crew, and big studio, and $1,000/minute to create video. Now users can create professional video using handheld devices with better resolution than videocams of just a few years ago. 25

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30 Just like people can be trained to create effective slide presentations, users can be trained to make effective professional video. SMEs need to be equipped with the right tools to create professional video. These are well within the reach of any organization. The beauty of video is that the same video can be used five different ways, for: learning, refresh learning, meetings, coaching, and performance support. 27

31 There are lots of low-cost tools to let users create professional video with consumer devices. These include gear to hold and steady devices, lenses and microphones, meeting cams, and 3D cams that can be used to mimic green-screen studios. 28

32 The result is that professional, TV-style video can be produced in everything from an 8 x 8 space in an office using a laptop and $400 of miscellaneous equipment to a full broadcast quality green-screen studio costing tens of thousands of dollars and everything in between. 29

33 Training is now available on exactly how to produce video from an end-user level, from publications to a 24-part series on everything you need to know to develop and produce TV-style video. 30

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35 4 per year vs. 4 per month! 32

36 Research says that TV-style video works best, i.e., video that has the presenter integrated on-screen with the content, and interacting with it. Other approaches create split attention which lowers learning. 33

37 Smartphones are the device of choice, with tablets running a close second. Video has to developed first for the handheld device. That means different framing, big text, etc. It also means chunking up your content differently to fit the small screen space available. 34

38 Many organizations over-produce their video content particularly for internal or dedicated channel audiences. People are accustomed to user-generated video today. They watch hours of it on streaming sites. Today s tools let you create truly professional, TV-style video using desktop tools and consumer level equipment. When it need to be of the highest quality, such as for customer-facing content, even traditional methods have become much more cost-effective with new digital technologies. 35

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42 Pilot and evaluate What factors amplify success? Manager involvement? Peers? Anything else? Wash, rinse, repeat

43 Welcome to the Creating Great Business Video series, the Introduction programs. While many people utilize modern technology as an educational tool, not all resources produce the same results. This video explains why some e-content learning will actually be counterproductive; it also discusses the value of TV-style video. 40

44 BizLibrary provides an award-winning online training library of thousands of courses covering business skills, HR/compliance, technology, safety, sales, customer service, leadership, management, and many more. BizLibrary programs are short, effective, mobile-ready, and delivered on our platform or any AICC/SCORM compliant learning management system. 41

45 CooperComm works with organizations on how to drive improved business results using low-cost video solutions. Services include mini-studio setup consulting, production training, quality assurance coaching, and outsourced development. 42

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