By contrast, a learning pathway in a tool such as ByteKast presents several learning objects that each serve a learning need, such as videos, articles, job aids, questions.
As an example, in the excerpt from a ByteKast pathway shown above, the learner is directed to a website that provides employee benefits and compensation. They then must view a welcome video from their manager. And then they view something called a ByteKast ‘story’ – which in this case is a graphics-rich interactive slideshow on their role.
ByteKast allows you to present learning objects in a linear way for learners to move through so they can get to grips with a particular concept or skill. It’s a simple approach that avoids any limitations on instructional approaches – you can combine an enlightening article with a procedure, followed by a video showing how a skill is done, followed by a podcast that discusses the concept, followed by a scenario, or question. These can be optional or mandatory – it’s up to you.
In this way, it closely reflects on-the-job training, in that you combine telling with showing and also, with doing. And has the added benefit that learners can do so at their own pace, returning to the items they struggled with or reminding themselves of important concepts they’ve forgotten.
Another great benefit of learning pathways is that you don’t always have to create content – you can curate it. Every organisation nowadays has a wealth of learning-relevant content that may not work standalone but might work brilliantly as a part of a learning pathway. There are also YouTube videos, websites, online interactivities, and a whole wealth of other resources that a learner can engage in, that you may not want or need, to host yourself.
For example, a colleague worked on a pathway for radiologists in which one resource was a presentation containing hundreds of photos of x-rays depicting clinical conditions. As a standalone resource, it lacked context and was unsuitable for use in a training session, at least in its entirety. Presenting it as a resource within a learning path, however, gave it context – and it, in turn, enriched the pathway.