Compulsory training: is it possible to create eLearning courses that aren’t sleep-inducing?

In large organisations of all industries, compulsory training typically regards the subject of health and safety, training on Privacy Law and on Legislative Decree 231 (Administrative liability for illegal acts). Various constraints, due both to the nature of the content and to certain requirements of the regulation itself, mean the courses sometimes have a duration of more than 4 hours. Consequently, one of the most frequent complaints by participants is the length and, therefore, “sluggishness” of the training initiatives. In a previous article, we explained that “the “mandatory” nature of the training leads us to think of training focussed on the mere content of a regulation”, so we have recommended some golden rules to render the activity more engaging. What can be done to make the presentation part of the lessons more enjoyable? Are there any good practices for making it “easier” to listen to modules that talk about concepts and procedures? Here are 3 good practices: Linking to tangible situations There is nothing worse than a lesson that solely covers the general aspect. Participants should always know how what they are learning relates to everyday life. We need to make the “applicability” of the training clear by linking it to tangible situations, with the help of clips, actors or even by using informal or ironic language. Our courses must always provide a clear answer to the following question: where do the notions of the next module apply? Providing practical and tangible information Most compulsory training courses have long introductions on the regulatory framework and a plethora of definitions. Participants get the impression of learning something that is of no real use to them. The training objectives of each module must always be packed with “knowing how to do things”, not just “knowledge”. What is the practical application of what has just been explained? Choosing multimedia languages intelligently Sitting in front of a computer, listening to a monotonous voice that comments text-rich slides with a few images for 4 hours is not the ideal context for learning something. Let’s give our lessons some rhythm by using informal language and let’s alternate between the use various multimedia languages: videos, exercises, cartoons, clips, etc.