Title: Informal Learning Using Conceptual Videos in a Business
Author Name: Scott Allen
1. Introduction
Informal learning is an approach where learners acquire knowledge away from a formal and planned environment and process. However, informal learning is not information sharing, but rather a process where learners develop their knowledge toward a long-term benefit. As an organization becomes more diverse and expands both locally and internationally, employee training is necessary. Instructional designers need to incorporate cultural and societal context into their learning and support the ideas and values of the organization and the community (Reiser and Dempsey, 2018, p. 156). As an organization grows, time constraints for deliverables can also become more pronounced. These constraints can be impacted by stakeholders, subject matter experts, and others who may need content quickly or require more time due to a lack of information on the specific subject. However, formal training can be expensive and inflexible for each situation where learners have a knowledge gap (“What are the 3 Types of Education?” 2021). Training logistics become increasingly challenging as the organization introduces variables such as growth, international support, and ADA compliance. Challenges regarding logistics could include the availability of content or the audience impacted. In a corporate environment, it is reasonable that actions included in informal learning may also incorporate portions of formal learning and support the cognition of knowledge for learners (Reiser and Dempsey, 2018, p. 142). The cognition of learning should include essential elements of knowledge, so learners understand both the “why” and “how” of a process in their job life cycle (Cheung, et al., 2019).
Krathwohl discusses how the revision of Bloom’s taxonomy includes factual, conceptual, procedural, and metacognitive knowledge within the knowledge dimension. He asserts that factual knowledge is the fundamental element of a subject that a learner must know to understand and resolve a problem (p. 214). Conceptual knowledge supports a system “where the linking of relationships is as prominent as the discrete pieces of information” (Star and Stylianides, 2013, p. 5). Procedural knowledge helps learners perform a specific task or skill, and metacognitive knowledge is the learners’ understanding and cognizance of that knowledge. Informal learning using higher-order thinking skills is supported by implementing more abstract knowledge, such as with conceptual and procedural knowledge (Bloom’s taxonomy, n.d.). The understanding of conceptual knowledge is as crucial as grasping the procedural approach.
Videos can effectively support both factual and conceptual knowledge for learners in an informal learning environment. Identifying the terminology, details, and symbols related to the subject helps learners understand the elements and their place in a task. Linking the information and relationships can support the structure of the learners’ knowledge. As discussed by Rebecca Alber, learners “benefit from contextualizing the person, place, or thing they’re learning” (2019). Video learning can also reduce cognitive overload, be more cost-effective, and provide easy access for learners.
Job aids are instructions that provide direction to learners on how to perform a specific task (Kienapple, 2021). Procedural knowledge can be supported in informal learning as well as performance support with job aids. These aids can be used to identify changes for learning and be a resource to help real-time processes.
Furthermore, metacognitive knowledge can be supported by learners identifying if they can perform the task based on the expertise and resources they have acquired. This approach allows for reflection by learners and the identification of gaps in knowledge.
Learners will rarely complete their initial training and immediately be competent in their roles (Reiser and Dempsey, 2018, p. 135). Access to informal learning using factual, conceptual, procedural, and metacognitive knowledge is necessary to enhance training and performance support. Without both conceptual and procedural knowledge, critical components of deeper understanding may be eliminated.
2. Overview of the Case
I have been designing and evaluating training content within my organization for six years as an instructional designer; content includes formal and informal training that supports both instructor-led and self-paced deliveries. During this time, I have created multiple videos that incorporated procedural instructions using a variety of software packages. However, over the last two years, I have explored the introduction of conceptual videos as a more universal approach to learner support. As an experienced instructional designer supporting this type of modification, I am implementing, evaluating, and observing the outcomes of this approach.
This case evaluates a conceptual methodology using videos with an informal learning approach as it applies to an organization. In this case study, a human resources organization previously attempted to replicate the practice of delivering procedural knowledge like YouTube videos to its learners. YouTube provides step-by-step directions to tasks in a real-world setting that learners can duplicate. However, YouTube is challenged by the accuracy of its content and the support of 1 billion unique users who support multiple procedural processes (Hove, 2014, p. 6). Following the YouTube model, the organization recorded systematic processes within a user interface (UI) to demonstrate completing a task. The expectation was that this process would mimic the demonstration phase in instructor-led training and provide learners with more real-world engagement.
This approach had challenges due to several factors, including video quality, maintenance, translation, and duplication of resources. When capturing steps of a subject matter expert (SME) completing a task in a video, the quality of the instructional video must be high (Hove, 2014, p. 6). It may be essential to focus the learners’ attention on a critical section, but “zooming in” on a UI can cause the quality of the image to become distorted. This distortion can reduce the attention of the learner and impact the knowledge transfer. Maintenance of the step-by-step video due to UI updates to support the reliability of the content can become challenging. A recent update to the colors of the user interface due to changing company standards could necessitate the update of all the videos in the library that incorporates the UI in the instruction.
As organizations transition globally, updates to the videos would be required. Additionally, each of the fields in the UI would need to be captured in the native language so that learners could be guided effectively through the video. The procedural videos would also be a duplication of a process that the job aids currently support. Job aids rarely delve deeply into the “why” of a process, but can provide a more efficient “how-to” approach in a situation and combine with a learners’ performance support.
In addition, surveys provided to learners may not identify if the learners have acquired the knowledge. Surveys attempt to reconcile problems with the content design and determine if learners found the content enjoyable. Ultimately, the fundamental question of whether or not learners feel that they could perform the task being trained with the knowledge and resources provided is never asked.
3. Solutions Implemented
The solution to the problem involves implementing a process that would replace the step-by-step YouTube approach with conceptual videos that incorporate relatable illustrations and icons. This illustrated approach would identify the primary elements of the subject matter, define terminology, and provide the organization of the features, satisfying the factual learning. For example, the primary part of the video might be accruals, such as unused vacation or sick time with administrators managing that time based on the minimum or maximum number of hours allowed. In addition, the use of time increments would be critical to learners grasping the importance of the subject.
The conceptual understanding would incorporate familiar icons and focus on the relationships of those essential elements and how they work together. The learners’ ability to “process graphics, narration, and on-screen text” can overwhelm the knowledge transfer and create a cognitive overload (How to make a video, 2021). The on-screen text would be limited to only critical usage, and the narration would identify the icons and relationships on the screen. The reduction of on-screen text would support content translation and reduce the need to create new videos specific to international audiences. One example of this is eliminating on-screen verbiage, which may not be necessary if an image of an hourglass is used; no sand present can be used to identify minimum time, full sand could be used for maximum time, and time increments illustrated by sand moving from top to bottom.
The use of job aids would continue to support the procedural approach still needed by learners. A hyperlink can be displayed at the end of the video that directs learners on how to perform the process shown in the video. As updates occur, the conceptual video can be reviewed to confirm its accuracy, and job aids updated for the specific process. The factual and conceptual knowledge of the videos would likely be stable; however, the procedural knowledge may be more dynamic in the ever-changing functions of the software and cloud-based applications. For example, how administrators adjust the time for an accrual would be essential if the process were modified.
Updates to the survey provided to learners at the end of a deliverable would be enhanced with additional questions to identify metacognitive knowledge transfer. Questions could be used such as:
- Do you feel that you can perform this process based on the resources provided?
- What challenges do you feel were not addressed in this training?
- What other content would you need to complete this process?
The sole purpose of the questions is to identify if learners’ knowledge of the subject has prepared them to be successful. Furthermore, the questions could help determine if learners need additional resources to support the knowledge gap that the training is attempting to bridge.
4. Outcomes
The use of videos in learning reduces exposure to multiple issues. However, it is essential to identify the most effective way to incorporate knowledge in the long term based on the evolution of the subject and the organization. The overall expectation is that implementing these changes will be successful as it incorporates two types of learning rather than only procedural and additional identification of metacognitive knowledge. Removing the redundancy of the step-by-step and incorporating the conceptual “why” videos can reinforce learners’ knowledge from formal training and provide needed guidance and information to learners. This approach will also help reduce the logistics issues of scheduling in-person training around the globe and provide timely content updates (How to solve 10 common training problems with video, 2019). Conceptual videos can also incorporate cultural and social nuances that may appeal to learners and reduce the cognitive load.
Support for ADA compliance may be more effective with the conceptual video approach as visually impaired learners may not be able to view locations on screen within a user interface. Identification of the location of fields in the user interface can be removed and supported by a job aid; this action reduces maintenance for the video and provides cost savings for the organization. It is reasonable to assume that some learners could be confused by the icons if limited by their prior knowledge on the subject and require repetition of unfamiliar topics. The demonstrations of the process may be more relatable to some audiences, and as such, there may be an initial reluctance toward the learning. It is essential that formal training coordinate and identify knowledge gaps where demonstrations, training, and reinforcement coordinate closely with the availability of informal learning.
Additionally, the quality of the conceptual videos will be improved by the step-by-step videos in the user interface. When zooming in on the user interface, the imagery can become distorted. A staging environment to capture the step-by-step approach can be challenging if designers must continually set up and reset after each attempt. Using vector-based icons and illustrations can provide better visual quality and likely improve learners’ attention span (How to solve 10 common training problems with video, 2019). Vector-based images can be zoomed in or out and not become distorted. Additionally, this conceptual approach reduces the need for a staging environment, and SMEs can provide comments and revisions based on the accuracy of the video rather than the procedural process in the video. The time to set up and reset a staging environment due to errors is eliminated, and more time can be devoted to providing desirable content.
The survey questions provide valuable feedback if learners feel as though they acquired the knowledge being presented. Input from learners can help with iterations of the content design and provide instruction designers with guidance on resources that can bridge the knowledge gap.
5. Implications
Learning can be dynamic in any environment; however, costs matter and training can be expensive (Reiser and Dempsey, 2018, p. 122). Organizations must evaluate the most efficient and practical approaches to knowledge transfer. Informal learning with factual, conceptual, procedural, and metacognitive knowledge can support new knowledge and reinforce existing knowledge. With informal learning such as conceptual videos, knowledge can be acquired and reinforced on critical details, terms, or technical vocabulary.
Additionally, since the videos support conceptual knowledge, they allow the principles and generalizations of the learning to be understood along with the relationships between its critical elements within the knowledge dimension (Krathwohl, 2002, p. 214). Job aids provide procedural instruction on how to complete a task or skill and can act as both training and performance support. An effective instructional design also considers the values and cultural elements that may influence learners in training (Reiser and Dempsey, 2018, p. 156). Content can be globalized as an essential aspect of design that encourages reuse and lowers costs for organizations. Finally, one of the vital aspects of learning is addressed with metacognitive knowledge from a survey. Learners should feel like they have acquired the knowledge to complete the task or skill after the training. Feedback from learners can support future design iterations, and trends can be identified that support future informal deliveries.
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