Learning Experience Designer helping facilitators and learning leaders transform abstract ideas into actionable learning experiences
On average, humans can ๐ read approximately twice as fast as they ๐ฃ speak. What does this mean for learning design? ๐ We need *at least* twice as much time to facilitate the same content verbally as reading it on our own. Why *at least*? Because thatโs just taking content in at face value, without doing anything with that content to make it relevant for participantsโ learning goals. Aka, a lecture. ๐ก So, it makes sense that designing learning for self-study needs a different approach than designing for facilitation. When you are creating materials for learners to read offline, youโre not bound by time or place. You can leverage the power of curation, bringing in materials from multiple sources to create connections between topics. You can provide resources learners can dive into later based on relevance and interest. โ There are still some best practices to aid in retention, such as using formatting, summaries, and links to guide learnersโ attention. You also need to make your calls-to-action more explicit so learners can practice what theyโre learning. Without a facilitator to guide them, it can be tricky to apply key concepts. ๐ฉ๐ป When youโre designing for participation, the content is not the only thing you have to contend with. People come into a learning environment with all different experiences, backgrounds, and skills. ๐ You need to balance relevant content with time and space to create context. Learners will have questions, discussion will lead to aha moments, and facilitators tell stories that bring frameworks and models to life. Building context takes extra time, but it's always worth it. #learningdesign #curation #facilitation
Tall Poppies Leadership: Global Leadership Development Company
2moIm remembering learning and using this data in our former career. Insightful Erica.