Watch the following video on how the 4Door™ Approach is different. Post any comments or questions below. We have also shared a transcript of the video below for easy reference.

TRANSCRIPT OF THE VIDEO

Many eLearning programs use linear platforms to focus on sequentially escorting participants through the content. Activities tend to be programmable, such as multiple choice quizzes, fill-in the blanks, matching items, and so forth. These are good activities that can test for comprehension, but they are also limiting. They don’t enable participants to apply skills and receive feedback. Also, since there is a specific sequence to the course, participants must go through each screen before moving onto the next. More recently, some programmers have figured out how to embed simulations and other more interactive approaches that resemble higher-end video games. These are quite cool. Yet, from a design standpoint, they are very expensive to create and do not permit easy modification or adaptation to participant needs.

Our objective with the 4Door™ is to enable learners to experience the course the way they want to. In other words, participants can jump anywhere they want, go through any order, spend more time in some areas, less time in others, or skip sections entirely. There is still a logical sequence if the learner prefers to take the different parts in a particular order, as well. This learner-controlled approach fosters autonomy among participants. This sense of autonomy increases the intrinsic motivation participants have in taking the course. The approach supports learners doing the minimum they need to complete the assigned deliverables in each module, or to delve deeply if they want. It structures the course in such a way that each participant, designs his or her own path toward completion.

In addition, the activities and assessments are truly multi-dimensional. Participants present their perspectives in the Café. They ask questions of instructors and peers. They leave the confines of the website and apply back on the job before reporting back. The course really asks participants to apply what they are learning to their real life and not just to the course.

Because of the 4Door™ format, modifying the course rarely requires a programmer. Thiagi and Matt, non-techies, build their own courses all the time without any technical assistance. This drives down the cost significantly and speeds up the process.

Here is how we decide the four areas of the eLearning course:

Because we use resources that already exist, Libraries are easy to populate with minor, if any, customization.
Our game template enables fast construction of interactive exercises.
Café activities involve the participant doing, rather than us programming.
The assessments focus on the participants demonstrating proficiency. Depending on the course, we may ask the participants’ actual managers to provide feedback and evaluation. Alternatively, we may provide feedback (so our time is spent facilitating rather than programming). We may even set up a peer evaluation process.

Once we adopt the guideline that learners should do all the work, our need to undertake technical programing drops significantly.

Finally, the 4Door™ format is platform-agnostic. Meaning, it can be built on any system. The value is designers don’t need to expend fortunes buying new software tools or LMSs.