Downloadable References (For Support On The Job) This is like a set of goals that learners are setting for themselves, and therefore they are more likely to follow through and achieve them. It could be helpful to add some triggers, nudging them in the direction of thinking about how and when they would implement their newly-learned skill, and putting it down in the course. Critical Action Items (For The Learner To Implement After Going Through The Course)Įven after plenty of practice, it is possible that learners revert to their old ways, forgetting to implement what they learned in the course. Therefore, it is ideal to repeat key points (probably at the end of every section) in a concise manner. There are cognitive benefits to repetition and practice. Ideally, the content should be tightly coupled with practice, reinforcing the theory behind why certain decisions lead to certain consequences. What is the content that is absolutely required for learners to successfully complete the practice activities? That’s what we include here. Content (For Each Learning / Performance Outcome) Here's some great guidance from Clark Quinn on designing good practice. The objective feedback that reinforces the ‘why’ of the consequence, and provides an explanation to help solidify the learner’s understanding, and to mitigate any misunderstanding. Make it authentic and as close to real-life as possible. The response to the decision made by the learner. The actual decision, or series of decisions, that they will be making in the practice scenario. The setting which ‘immerses’ learners into a credible environment that emulates the one in which they will be doing their actual job. Perhaps the most critical part(s) of the course. Practice (For Each Learning / Performance Outcome) Rest, learners can figure out on their own. However, it is useful to point out any new, unexpected features. Help screens that point to every little button used in the course, providing a detailed explanation for each are so passé. How This Course Works (A Guide To The Unique Navigation Patterns In This Course) What’s In It For Me (The Learner)?ĭone well, learners immediately grasp that the course is useful to them. Here is a list of learning building blocks / templates to get started (by no means an exhaustive list): 1. Note that these building blocks can also extend far beyond the course, into the performance arena. They serve as useful reminders so we don’t end up accidentally excluding key elements.The building blocks, put together, can form the basic structure of a course (any course).Making a list of such building blocks has a couple of advantages: Clark Quinn has talked about them in several of his articles, and has written an enlightening piece here. In fact, the idea of using such templates is neither new nor original. I’m referring to them as templates for want of a better word (ideas are welcome :-)). I’m talking about the key learning building blocks that make up a course (specifically the ones that often get overlooked). Just to be clear, I’m not referring to the pre-programmed visual templates that come with authoring tools, which you can apply to your course by simply changing the color and the content. Learning Building Blocks And Templates We Can, And Should, Use While Designing Learning
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