The Effects of Age, Media Packaging on Designing Training Systems W. Randall Koons Modeling and Simulation Information Analysis Center (MSIAC) Alexandria,

The Effects of Age, Media Packaging on Designing Training Systems

W. Randall KoonsModeling and Simulation Information Analysis Center

(MSIAC)Alexandria, VA USA

Current Email:

[email protected]

December 2006

Media Exposure, Expectations and Age

Most everyone involved with training has been exposed to media

Media affects conscious and subconscious expectations

Media exposure and expectations are affected by age

Who is Typically Involved In Training*

SPONSORS

AGE: ~50-65WWII

BOOMER

~25%

~75%

SR. DESIGNERS

AGE: ~30-50

BOOMER

GENERATION-X

~20%

~80%

LEARNERS

AGE: ~18-30

GENERATION-X

MILLENNIAL

~30%

~70%

*These are generalizations and assumes that while there are younger designers, the Sr. Designers often determine policies and approve designs

Generational Differences

Multiple generations at work have different media exposures*

Media exposure is a function of historical context

They have different expectations and learning styles

Understanding differences will yield better training systems

*Beyond generalizations, media exposure may be domain specific and is not a rule

AGE IN2005

1940

1945

1950

1955

1960

1965

1970

1975

1980

1985

1990

1945

1950

1955

1960

1965

1970

1975

1980

1985

1990

1995

1960

1965

1970

1975

1980

1985

1990

1995

2000

2005

2010

65

60

55

50

45

40

35

30

25

20

15

BORN 5 20THE YEAR YOU WERE:

Training ParticipantsFormative Years: 5-20 1940 1950 1960 1970 1980 1990 2000 2010

5--20

5--20

5--20

Formative years: when information is typically

absorbed, which becomes the basis for future decisions

1940 1950 1960 1970 1980 1990 2000 2010

Available Media: 55-70

5--20

STAR TREK: TV & 2001

TV: COLOR

TV: BLACK & WHITE

RADIO

PHOTOGRAPHY

PHONOGRAPH

MOTION PICTURES

Limited available of media options during this Sponsor’s formative years. Color TV, Star Trek, and 2001 were added.

1940 1950 1960 1970 1980 1990 2000 2010


5--20

NON-LINEAR EDITING

MTV

TV: SATELLITE

VHS VCR

TV: CABLE

ATARI PONG

STAR WARS

SESAME STREET

PLUS ALL PREVIOUS

Major media additions became available to this Designer during her formative years. Sesame Street is a milestone.

1940 1950 1960 1970 1980 1990 2000 2010


DVD

HDTV

DIAL-UP WEB

JURASSIC PARK

WINDOWS PC

NINTENDO 5--20

PLUS ALL PREVIOUS

During this Learner’s formative years major media additions were added with Nintendo and the PC as milestones.

1940 1950 1960 1970 1980 1990 2000 2010

New Boundaries in an Accelerated World

PRE-SESAME STREET

SESAME STREET

NINTENDO & PC

MEDIA GENERATIONAL COHORTS

5--20

5--20

5--20

Pre-Sesame Street

Sesame Street

Nintendo & PC

Accelerated Pace Rate of changing media

is accelerating

Far more and more powerful media options available to Learners during their formative years

1940 1950 1960 1970 1980 1990 2000 2010

TV Media Keeps Pace With Change

PRE-SESAME STREET

SESAME STREET

NINTENDO & PC

MEDIA GENERATIONAL COHORTS

5 sec.

15 sec.

30 sec.

60 sec.

5--20

5--20

5--20

TV Commercial length has been shortening as media evolves

Information compression

Sponsors grew up with average of 60 sec. commercial (spot) length

Designers experienced 30 sec. spots

Learners conditioned with 15 sec. spots

Average length of TV commercials

Pacing and Production Value

Pacing is the rate at which information is presented

Production value defines the quality of information packaging

Pacing and production value have been increasing and improving

Media Pacing & Production Value: 1955

~5 years old

1955

1970

1985

2000

2005

CONTINUE PRESENTATION


~20 years old

~5 years old

1955

1970

1985

2000

2005


~35 years old

~20 years old

~5 years old

1955

1970

1985

2000

2005




~50 years old

~35 years old

~20 years old

1955

1970

1985

2000

2005



~55 years old

~40 years old

~25 years old

1955

1970

1985

2000

2005


Television and Advertising Creativity

Most TV is sponsored by advertising, which must successfully promote products and services

Three elements of advertising creativity: Divergence Relevance Effectiveness

Creativity in Advertising Theory

DIVERGENCETO AUDIENCE

Package & Presentthe Message

3. Designer packages the divergent message for a target audience - TV Ad

RELEVANCE TO AUDIENCE

WIDE AUDIENCE

4. Wide audience views Ad that is relevant to target audience

ResultsEFFECTIVENESSFOR SPONSOR

5. Results measured in product sales: Financial Benefit

DESIGNERCreate Message

2. Designer creates messageNEED

SPONSOR 1. Sponsor needs to sell a product

Creativity in Training System Design

NEED

SPONSOR 1. Sponsor needs to train to use a tool

Create Course of Instruction

DESIGNER

2. Instructional Designer creates course of instruction

RELEVANCE TO AUDIENCE

TARGET AUDIENCE

4. Target audience only receives instruction

ResultsEFFECTIVENESS FOR SPONSOR

5. Results measured by productivity and safety: Financial Benefit

3. Designer packages and delivers instruction to target audience

Package & Presentthe Instruction

DIVERGENCE TO AUDIENCE

Learning Styles

Theory of multiple intelligences proposes different learning styles: Linguistic…..Traditional Education Logical-mathematical…..Traditional Education Visual-spatial…..Learner Bodily-kinesthetic…..Learner Musical Interpersonal Intrapersonal Naturalist

Passive vs. Active Learning

PCs, videogames, and the internet encourage active learning Not limited to linear content Can navigate to what is relevant Effect the outcome of the experience

Ignore active learning style and you may: Not engage the audience Reduce the training’s

effectiveness

Traditional Improvements

Increase production value by adding: Live-action video – expensive Animation – expensive Audio

Increase interactivity Hyperlinks

The Modeling & Simulation Alternative

M&S is more familiar and relevant Interactive M&S increase production value Model concepts and processes Real-time interactive visual simulation

Modeling & Simulation Advantages

Cost effective visualization Inexpensive rendering engines Reuse models and dynamics Runtime visualization No practical limit to length of visualization

Low data footprint of application and database compared to video clips

Runtime modifications

Know Your Audience – It’s for Them

Advertisers know their audience

Training designers should know theirs

Training systems often lack relevance

Annoying user interface designs

Why should ‘fun’ be part of training?

What’s wrong with younger people?

Different learning styles and expectations

Entertain, Engage, Educate – E3

Entertain: Grab the Learner’s attention (divergence)

Engage: Provide improved production value and interactivity (relevance)

Educate: An engaged audience will improve results (effectiveness)

Conclusions

Training serves the bottom line

Use techniques from advertising

Profile your target audience

Design for the Learner

Meet their expectations

Use E3 and training will improve

Improved training will yield cost benefits

Proposed Rules for Training Design

Design for the target audience

Acknowledge that media exposure shapes expectations

Match training to media awareness and learning styles

Employ interactive M&S to improve production value

Get past, “It was good enough for me so it’s good enough for them.”

QUESTIONS

Contact Information

W. Randall (Randy) KoonsPublished while at:

Modeling & Simulation Information Analysis Center (MSIAC)Alion Science & Technology

Current Contact Information:Randy Koons

Creative/Technical DirectorIris Studios

4316 Silas Hutchinson Dr.Chantilly, VA 20151

[email protected]

Documents

The Effects of Age, Media Packaging on Designing Training Systems W. Randall Koons Modeling and Simulation Information Analysis Center (MSIAC) Alexandria,