{"id":81220,"date":"2020-05-19T17:55:06","date_gmt":"2020-05-19T15:55:06","guid":{"rendered":"https:\/\/www.quiddis.com\/?p=81220"},"modified":"2020-05-19T17:55:06","modified_gmt":"2020-05-19T15:55:06","slug":"10-tips-to-improve-the-effectiveness-of-digital-training","status":"publish","type":"post","link":"https:\/\/www.quiddis.com\/en\/10-tips-to-improve-the-effectiveness-of-digital-training\/","title":{"rendered":"10 tips to improve the effectiveness of digital training"},"content":{"rendered":"<p><span style=\"font-weight: 400;\">With the <\/span><b>end of the<\/b> <b>emergency <\/b><span style=\"font-weight: 400;\">is time to <\/span><b>sum up<\/b><span style=\"font-weight: 400;\"> what this experience has <\/span><b>taught us<\/b><span style=\"font-weight: 400;\"> in relation to <\/span><b>eLearning <\/b><span style=\"font-weight: 400;\">and <\/span><b>figure out <\/b><span style=\"font-weight: 400;\">what we can take with us: here they are our <\/span><b>ten tips <\/b><span style=\"font-weight: 400;\">to improve the <\/span><b>effectiveness of digital training<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<h4><\/h4>\n<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_89 counter-flat ez-toc-counter ez-toc-grey ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\"><p class=\"ez-toc-title\" style=\"cursor:inherit\"><\/p>\n<\/div><nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><li class='ez-toc-page-1'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/www.quiddis.com\/en\/10-tips-to-improve-the-effectiveness-of-digital-training\/#1_Set_clear_and_achievable_but_challenging_learning_objectives\" >1. Set clear and achievable, but challenging learning objectives\u00a0<\/a><\/li><li class='ez-toc-page-1'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/www.quiddis.com\/en\/10-tips-to-improve-the-effectiveness-of-digital-training\/#2_Spend_some_time_for_Instructional_Design\" >2. Spend some time for Instructional Design<\/a><\/li><li class='ez-toc-page-1'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/www.quiddis.com\/en\/10-tips-to-improve-the-effectiveness-of-digital-training\/#3_Alternate_synchronous_and_asynchronous_training\" >3. Alternate synchronous and asynchronous training\u00a0<\/a><\/li><li class='ez-toc-page-1'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/www.quiddis.com\/en\/10-tips-to-improve-the-effectiveness-of-digital-training\/#4_Build_short_sessions_or_training_pills\" >4. Build short sessions or training pills<\/a><\/li><li class='ez-toc-page-1'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/www.quiddis.com\/en\/10-tips-to-improve-the-effectiveness-of-digital-training\/#5_Use_different_types_of_content_on_the_screen\" >5. Use different types of content on the screen\u00a0<\/a><\/li><li class='ez-toc-page-1'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/www.quiddis.com\/en\/10-tips-to-improve-the-effectiveness-of-digital-training\/#6_Insert_interactive_activities\" >6. Insert interactive activities\u00a0<\/a><\/li><li class='ez-toc-page-1'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/www.quiddis.com\/en\/10-tips-to-improve-the-effectiveness-of-digital-training\/#7_Provide_for_assessments_e_middle-term_tests_during_the_process\" >7. Provide for assessments e middle-term tests during the process<\/a><\/li><li class='ez-toc-page-1'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/www.quiddis.com\/en\/10-tips-to-improve-the-effectiveness-of-digital-training\/#8_Monitor_the_process_and_students_progresses\" >8. Monitor the process and students\u2019 progresses<\/a><\/li><li class='ez-toc-page-1'><a class=\"ez-toc-link ez-toc-heading-9\" href=\"https:\/\/www.quiddis.com\/en\/10-tips-to-improve-the-effectiveness-of-digital-training\/#9_Invest_in_long-term_infrastructure_and_content\" >9. Invest in long-term infrastructure and content\u00a0<\/a><\/li><li class='ez-toc-page-1'><a class=\"ez-toc-link ez-toc-heading-10\" href=\"https:\/\/www.quiddis.com\/en\/10-tips-to-improve-the-effectiveness-of-digital-training\/#10_If_you_dont_have_the_required_skills_in_house_rely_on_experts\" >10. If you don\u2019t have the required skills in house, rely on experts\u00a0<\/a><\/li><\/ul><\/nav><\/div>\n<h4><span class=\"ez-toc-section\" id=\"1_Set_clear_and_achievable_but_challenging_learning_objectives\"><\/span><b>1. Set clear and achievable, but challenging learning objectives\u00a0<\/b><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p><span style=\"font-weight: 400;\">The <\/span><a href=\"https:\/\/www.quiddis.com\/en\/blooms-taxonomy-learning-objectives-training-needs\/\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Training Need Analysis <\/b><\/a><span style=\"font-weight: 400;\">is crucial to understand the <\/span><b>starting point <\/b><span style=\"font-weight: 400;\">for <\/span><b>any training program<\/b><span style=\"font-weight: 400;\">, digital or not. Moving from the <\/span><i><span style=\"font-weight: 400;\">status quo<\/span><\/i><span style=\"font-weight: 400;\">, it is possible to <\/span><b>set learning objectives<\/b><span style=\"font-weight: 400;\">, in terms of <\/span><b>know, know-how and know-how-to-be<\/b><span style=\"font-weight: 400;\">, that you want to achieve. These need to be tuned on students\u2019 possibilities, but still push them out of their <\/span><b>comfort zone<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<h4><span class=\"ez-toc-section\" id=\"2_Spend_some_time_for_Instructional_Design\"><\/span><b><\/b><strong>2. Spend some time for <i>Instructional Design<\/i><\/strong><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p><a href=\"https:\/\/www.quiddis.com\/en\/instructional-systems-design-models-elearning\/\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Instructional Design<\/b><\/a><span style=\"font-weight: 400;\"> is the key to every training process success: after the Training Need Analysis and the definition of learning objectives, it comprehends the creation of a <\/span><b>customised program<\/b><span style=\"font-weight: 400;\"> for the specific <\/span><b>target audience<\/b><span style=\"font-weight: 400;\">, based on <\/span><b>background<\/b><span style=\"font-weight: 400;\">, level of <\/span><b>digital literacy<\/b><span style=\"font-weight: 400;\">, level of <\/span><b>education<\/b><span style=\"font-weight: 400;\">, <\/span><b>habits<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<p>&nbsp;<\/p>\n<h4><span class=\"ez-toc-section\" id=\"3_Alternate_synchronous_and_asynchronous_training\"><\/span><b><\/b><b>3. Alternate synchronous and asynchronous training\u00a0<\/b><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p><b>Training <\/b><span style=\"font-weight: 400;\">can be <\/span><b>synchronous <\/b><span style=\"font-weight: 400;\">or \u201clive\u201d (face to face or <\/span><a href=\"https:\/\/www.quiddis.com\/en\/webinars-effective-e-learning-content\/\" target=\"_blank\" rel=\"noopener noreferrer\"><b>webinars<\/b><\/a><span style=\"font-weight: 400;\">), to be held in a specific time and place, or <\/span><b>asynchronous<\/b><span style=\"font-weight: 400;\">, <\/span><b>self-paced <\/b><span style=\"font-weight: 400;\">that can be accessed anytime from everywhere. When building the <\/span><b>instructional plan<\/b><span style=\"font-weight: 400;\">, it is fundamental to understand which <\/span><b>modality <\/b><span style=\"font-weight: 400;\">is the more suitable for <\/span><b>each topic<\/b><span style=\"font-weight: 400;\"> and alternate them to <\/span><b>optimise time and resources<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<h4><span class=\"ez-toc-section\" id=\"4_Build_short_sessions_or_training_pills\"><\/span><b><\/b><b>4. Build short sessions or training pills<\/b><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p><span style=\"font-weight: 400;\">People\u2019s <\/span><b>attention span<\/b><span style=\"font-weight: 400;\">, especially for <\/span><b>digital natives<\/b><span style=\"font-weight: 400;\">, dropped down in the last years, making it fundamental to build <\/span><b>short and complete programs<\/b><span style=\"font-weight: 400;\">. We are talking about <\/span><b>microlearning<\/b><span style=\"font-weight: 400;\">, a modular structure that deplois <\/span><b>repetition <\/b><span style=\"font-weight: 400;\">from different points of view to help to fix information in <\/span><a href=\"https:\/\/www.quiddis.com\/en\/memory-knowing-how-it-works-to-enhance-it-part-2\/\" target=\"_blank\" rel=\"noopener noreferrer\"><b>long-term memory<\/b><\/a><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<h4><span class=\"ez-toc-section\" id=\"5_Use_different_types_of_content_on_the_screen\"><\/span><b><\/b><b>5. Use different types of content on the screen\u00a0<\/b><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p><span style=\"font-weight: 400;\">With the spread of <\/span><b>video lessons and webinars<\/b><span style=\"font-weight: 400;\">, where students are forces to follow <\/span><b>long sessions <\/b><span style=\"font-weight: 400;\">of <\/span><b>synchronous training<\/b><span style=\"font-weight: 400;\">, it becomes crucial to introduce <\/span><b>variety<\/b><span style=\"font-weight: 400;\"> to keep their <\/span><b>attention <\/b><span style=\"font-weight: 400;\">level high and avoid \u201cblackout\u201d moments in the middle parts. For this goal, it can be useful to <\/span><b>alternate <\/b><span style=\"font-weight: 400;\">the type of <\/span><b>content on the screen<\/b><span style=\"font-weight: 400;\">: a shot of the instructor, a presentation, a screencast, infographics.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<h4><span class=\"ez-toc-section\" id=\"6_Insert_interactive_activities\"><\/span><b><\/b><b>6. Insert interactive activities\u00a0<\/b><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p><span style=\"font-weight: 400;\">In particular with <\/span><b>distance learning<\/b><span style=\"font-weight: 400;\">, it is fundamental for the <\/span><b>student <\/b><span style=\"font-weight: 400;\">to be <\/span><b>directly involved <\/b><span style=\"font-weight: 400;\">in the <\/span><b>instructional process <\/b><span style=\"font-weight: 400;\">to avoid <\/span><b>distractions <\/b><span style=\"font-weight: 400;\">and<\/span><b> loss of motivation<\/b><span style=\"font-weight: 400;\">. Inserting <\/span><b>interactive activities<\/b><span style=\"font-weight: 400;\">, such as <\/span><b>practice exercises <\/b><span style=\"font-weight: 400;\">to be carried out alone or in a group, can help to turn <\/span><b>students <\/b><span style=\"font-weight: 400;\">into <\/span><b>actors of the process <\/b><span style=\"font-weight: 400;\">and, at the same time, to <\/span><b>fix information <\/b><span style=\"font-weight: 400;\">in the <\/span><b><a href=\"https:\/\/www.quiddis.com\/en\/memory-knowing-how-it-works-to-enhance-it-part-2\/\" target=\"_blank\" rel=\"noopener noreferrer\">memory<\/a> <\/b><span style=\"font-weight: 400;\">thanks to the re-use in <\/span><b>real life situations<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<h4><span class=\"ez-toc-section\" id=\"7_Provide_for_assessments_e_middle-term_tests_during_the_process\"><\/span><b><\/b><b>7. Provide for assessments e middle-term tests during the process<\/b><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p><span style=\"font-weight: 400;\">In training a common mistake is to set test only at the end of the process, but then potential <\/span><b>negative results <\/b><span style=\"font-weight: 400;\">come in a moment when it is <\/span><b>not possible to intervene<\/b><span style=\"font-weight: 400;\"> to improve things anymore. Provide for <\/span><b>middle-term tests <\/b><span style=\"font-weight: 400;\">can help to <\/span><b>collect insights <\/b><span style=\"font-weight: 400;\">into your students and <\/span><b>implement changes <\/b><span style=\"font-weight: 400;\">to adapt the instructional plan to the <\/span><b>real needs <\/b><span style=\"font-weight: 400;\">of learners.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<h4><span class=\"ez-toc-section\" id=\"8_Monitor_the_process_and_students_progresses\"><\/span><b><\/b><b>8. Monitor the process and students\u2019 progresses<\/b><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p><span style=\"font-weight: 400;\">Whichever the chosen modalities for the instructional plan, it is fundamental to <\/span><b>keep under control all the elements <\/b><span style=\"font-weight: 400;\">that compose it and all the actions performed by students, to <\/span><b>promptly solve <\/b><span style=\"font-weight: 400;\">possible <\/span><b>critical situations<\/b><span style=\"font-weight: 400;\">. For this purpose, it can be useful to use a <\/span><a href=\"https:\/\/www.quiddis.com\/en\/lcms-lms-difference\/\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Learning Management System <\/b><\/a><span style=\"font-weight: 400;\">(LMS) to <\/span><a href=\"https:\/\/www.quiddis.com\/en\/what-is-distance-tracking\/\" target=\"_blank\" rel=\"noopener noreferrer\"><b>track <\/b><\/a><span style=\"font-weight: 400;\">accesses, behaviour and results of each student and <\/span><b>centralise <\/b><span style=\"font-weight: 400;\">materials, activities and learning resources.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<h4><span class=\"ez-toc-section\" id=\"9_Invest_in_long-term_infrastructure_and_content\"><\/span><b><\/b><b>9. Invest in long-term infrastructure and content\u00a0<\/b><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p><span style=\"font-weight: 400;\">In the last few months face-to-face training has rapidly turned into <\/span><b>distance training<\/b><span style=\"font-weight: 400;\">, often making use of <\/span><b>emergency solutions<\/b><span style=\"font-weight: 400;\">. The main risk, in this case, is to <\/span><b>spend time and money<\/b><span style=\"font-weight: 400;\"> to set up <\/span><b>infrastructure <\/b><span style=\"font-weight: 400;\">that can turn out to be <\/span><b>not so sustainable or effective <\/b><span style=\"font-weight: 400;\">in the long term. It is necessary, on the contrary, take time to <\/span><b>evaluate all the alternatives <\/b><span style=\"font-weight: 400;\">and invest in sustainable solutions that guarantee a <\/span><b>return on the investment<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<h4><span class=\"ez-toc-section\" id=\"10_If_you_dont_have_the_required_skills_in_house_rely_on_experts\"><\/span><b><\/b><b>10. If you don\u2019t have the required skills in house, rely on experts\u00a0<\/b><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p><span style=\"font-weight: 400;\">Training, especially <\/span><b>distance training<\/b><span style=\"font-weight: 400;\">, requires <\/span><b>instructional skills <\/b><span style=\"font-weight: 400;\">but also <\/span><b>technical ones<\/b><span style=\"font-weight: 400;\">, that <\/span><b>cannot be improvised <\/b><span style=\"font-weight: 400;\">by non experts. To guarantee the <\/span><b>return on investment <\/b><span style=\"font-weight: 400;\">and <\/span><b>effectiveness of the program<\/b><span style=\"font-weight: 400;\">, it is necessary to rely on a <\/span><a href=\"https:\/\/www.quiddis.com\/en\/5-aspects-to-consider-when-choosing-an-elearning-provider\/\" target=\"_blank\" rel=\"noopener noreferrer\"><b>team of experts<\/b><\/a><span style=\"font-weight: 400;\"> that is able, without any waste, to build <\/span><b>customised solutions <\/b><span style=\"font-weight: 400;\">and make the user able to <\/span><b>autonomously manage it<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">These <\/span><b>ten tips<\/b><span style=\"font-weight: 400;\">, to be examined in depth one by one, represent a great <\/span><b>starting point <\/b><span style=\"font-weight: 400;\">to <\/span><b>plan <\/b><span style=\"font-weight: 400;\">the introduction of <\/span><b>distance learning <\/b><span style=\"font-weight: 400;\">in the company.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Our <\/span><b>team <\/b><span style=\"font-weight: 400;\">is always available for <\/span><b>consultancy <\/b><span style=\"font-weight: 400;\">and to answer any questions. <\/span><b>Write us <\/b><span style=\"font-weight: 400;\">an email to <\/span><a href=\"mailto:info@quiddis.com\"><b>info@quiddis.com<\/b><\/a><span style=\"font-weight: 400;\"> and follow the <\/span><b>following articles<\/b><span style=\"font-weight: 400;\"> to learn more about <\/span><b>eLearning<\/b><span style=\"font-weight: 400;\">!<\/span><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h3 style=\"text-align: center;\">Did you like this article? Share it!<\/h3>\n","protected":false},"excerpt":{"rendered":"<p>It&#8217;s time to sum up what the emergency has taught us and figure out what we have learn about how to improve digital training. Here&#8217;s our ten tips!<\/p>\n","protected":false},"author":2,"featured_media":81222,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"rs_blank_template":"","rs_page_bg_color":"","slide_template_v7":"","footnotes":""},"categories":[72],"tags":[],"class_list":["post-81220","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-elearning"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.8 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>10 tips to improve the effectiveness of digital training - Quiddis<\/title>\n<meta name=\"description\" content=\"It&#039;s time to sum up what the emergency has taught us and figure out what we have learn about how to improve digital training. 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