e-learning community


The three Ls


Learning, learners and logistics – a simple three-stage approach for information gathering


Clive Shepherd F


or some time now I have settled on a simple three stage approach for gathering the information I need in order to come up


with a design for learning. It seems to work at a micro level, say designing a short e-learning module, as well as with a wider perspective, such as scoping out a learning architecture. My terminology for the three elements is (1) learning outcomes, (2) audience characteristics and (3) practical constraints and opportunities – quite a mouthful. I was relieved, then, when my colleague Phil Green was able to provide me with a much catchier set of labels: learning, learners and logistics. The three Ls.


I checked this out on Google and could come up with no obvious online reference to this method in short or long form, but I’m sure there’s someone reading this who can pinpoint the source. Anyway, what follows here is a very brief summary of the information that I like to gather under each heading.


Learning How performance needs to change, and what the target population needs to do differently from what they do now. This might seem pretty basic, but makes sure that the focus is on performance, not dumping information. What, if any, learning is required to support this change in performance? This is important because performance is a function of much more than learning. You can waste a lot of time on training when what’s required is a new organisation structure, clearer objectives, new tools, better incentives, clearer feedback or new people in the job! What learners absolutely must know if they are going to be able to perform effectively? Note the word ‘must’. Ignore the ‘shoulds’ and the ‘coulds’. People learn by doing, not reading or listening. What additional information needs to be provided as on-demand resources? This is where you put those ‘shoulds’ and ‘coulds’. What is the nature of the tasks learners will be


18 You can waste a lot of time on training when


what’s required is a new organisation structure, clearer objectives, new tools, better incentives, clearer feedback or new people in the job!


expected to perform? Are these predominantly rule- based (algorithmic) or principle-based (highly variable/requiring judgement)? This matters because you can teach rules by instruction, but principles need to be discovered. What attitudes might need shifting before


behaviour can change? Got to find this out because bad attitudes will prevent learning. If your sales people hate customers, you’ve got to deal with this before you teach a new sales process. How can new skills be practised and assessed?


There’s no short-cut to developing skills; you simply have to practise and get feedback. So how are you going to organise that?


Learners What knowledge, skills and attitudes already exist among the target population in relation to the topic in question? This is far more important than any number of learning styles questionnaires. Why? Because novices need completely different handling from experts. Basically, novices need structure and support, experts don’t. What degree of interest is there in the topic? How


motivated will learners be? If there is no motivation to learn this topic, you’re going to have to do something about it. How independent are they as learners? Some


employees will have learned how to learn – they can get on with it without a lot of help. Others will need you to tell them what to do next. How skilled are the learners at using technology? Don’t give up with e-learning because they haven’t


got technical skills – you can teach these first. What are their cultural expectations with regard to learning? People learn differently in China from North Cheam – or perhaps it’s more accurate to say that they’ve got used to learning a different way.


Logistics How many learners are there? Where are they based? How easy is it for them to travel? How much time do they have available for learning? What resources are available in terms of subject experts, designers, developers, facilitators, coaches, etc? What is the budget? How long before the


solution must be in place? How long before the job must be completed? What technology is available to learners in


terms of hardware, software and bandwidth? What platforms are already in place to support online learning? What other tools, equipment and facilities are


available? I find that, in most circumstances, these questions give me all I need to come up with a solution, but I’d be interested to know if you have other questions which unlock valuable information.


Clive Shepherd is an e-learning consultant and has been running a series of seminars for e.learning age on E-Learning Award Winners – for more, visit www.elearningage. co.uk/webinars.aspx


e.learning age may 2012


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