In this second article in the Performance Support series, the authors ask, “Isn’t it our core mission to develop learning solutions that ensure people can perform effectively when they are called upon to act?” The authors begin to explore what it means to broaden the scope of our work to include the Five Moments of Learning Need.
Performance support tools at the 5 moments of need
Design thinking is a human-centered approach to problem solving. It's an iteratve and responsive process. For instructional designers (IDs), design thinking should be part of what we do. Despite pressures to develop learning experiences as "one-and-done" events, our designed experiences should be intentionally learner-centered and dynamic. Even though there's a natural synergy between ID processes and design…
Empathy mapping is an important approach to use during a needs analysis phase so that we can be truly learner-centered.
AsI’ve just read an interesting post on Stephen Gill's blog about how PwC Canada is striving for a Learning Culture. In fact I’m seeing this approach becoming a growing trend in a number organisation...
As this article recognizes, managers are high-value targets when it comes to promoting/supporting learning cultures and particularly, learning cultures that make use of social collaboration using social tools.
Asking a question can be a scary step into the void. How do you create a culture of using questioning in the classroom?
Let's ask how we can make adult learns better questioners as well and many of the suggestions here also apply. With adult learners--how can we incentivize questions and make sharing solutions an embedded part of their work flows?
In a course for patient safety leaders I designed, I ask learners to design and then rate a patient safety improvement plan. They are asked to reflect on the overall grade of their design using a Likert scale to assess the following criteria. Is the plan.... Evidence-based? Advantageous? Simple? Compatible with existing workflows? Trialable (i.e., is it easy…
Does your learning intervention meet the "success factors" challenge?
Why am I including this in a site on instructional design? Really this is what we should be doing as IDs/learning experience developers. I'd modify this somewhat to make sure the understand phase includes going to the frontline--your learners--rather than relying entirely on subject matter experts for setting your course re: user needs. What IDs don't do enough of within the context of ADDIE--carving out time for divergent and convergent thinking as many often leap to the first solution stakeholders offer or solutions they feel very comfortable with. It's a tricky balance for us, because while we have clients/stakeholders requesting our services, we have to vigilently protect the interests of the learners we serve. It takes discipline to keep asking what can I do better? What emerging techniques might better serve my learners' needs?
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