Embedded Files
The course below was the one of the first courses that was created with Experiential learning and self-paced work in mind. We called the class the "Flipped Classroom." The training courses followed different paths depending on the role and/or the type of cases worked. Facilitators became "guides on the side" instead of fully controlling the experience. They used virtual daily meetings to share new information, show steps in the case, talk business process, and assist when learners felt lost. In addition, they also had chats open with their class, so they can address questions as they came in. This allowed the facilitator to (virtually) manage more than one classroom at a time
These courses taught learners to use the tool we created to get the most accurate information/process/steps on how to complete any activity in the system. That way, when training is complete, they know how to use the tool to locate the information needed, instead of trying to locate their copy of the learning guides.
The course uses their first name throughout to personalize the experience.
After selecting the type of cases used, learners select their region and role.
The activities in the course included: Read It, Watch It, Try It, and Break. The guides were seemingly generic, because most of the steps and business process were contained in a HTML Reference Tool. That way, we didn't have to constantly change the learning guides, and instead focused on major changes to the steps or business process close to real-time.
These Try It activities are used in conjunction with an excel file (put together by our clinical facilitators) of steps for practicing different types of claims cases in the system.
Videos were created and housed in our HTML Reference tool for all types of work in the system. The learning guides linked out to the most important, but all videos can be accessed in the tool.
Within the training modules, we also put together quick learning breaks for learners. This gave them a reminder to take a few moments to breathe, stretch, or daydream.
Daydream breaks were a short break away from content.
Once they viewed the instructions, they could select any of the four options, and it would take them to a page to break away. This example has them read a page or two in a favorite book.
We try to monitor our learner's feelings and moods - especially virtually, since the facilitator isn't physically in a room with them. The mood meter provided immediate feedback to the learner, and a reminder to reach out if they're feeling "below the line."
The fitness company that works with our company provided some stretch videos for a different way to take a break after sitting in front of a computer for so long.
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