book

Design for How People Learn, 2nd Edition

Name: Design for How People Learn, 2nd Edition
Author: Julie Dirksen
ISBN: 9780134211510

by Julie Dirksen

December 2015

Beginner

304 pages

7h 28m

English

New Riders

Audiobook available

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Title Page
Copyright Page
Acknowledgments
Contents
Introduction
1. Where Do We Start?
The Learner’s JourneyWhere’s the Gap?Knowledge GapsSkill GapsMotivation GapsHabit GapsEnvironment GapsCommunication GapsIdentifying and Bridging GapsExamplesWhy This Is ImportantSummaryReferences
2. Who are your Learners?
What Do Your Learners Want?Why are they there?Intrinsic vs. Extrinsic MotivationYour Learners Want to Not Feel StupidWhat Do Your Learners Like?What Is Their Current Skill Level?Some Learners Already Know a LotScaffold the InclineHow Are Your Learners Different from You?What is Your Learner’s Context?How Much You Know vs. How Much They KnowWhy Your Brain is Like a ClosetHow Do You Help Novices Structure Their Closets?The Experience FilterHow Can You Know What Your Learners are Thinking?Learning StylesWhat Can I Do with Learning Styles?Methods for Learning About Your LearnersTalk to Your LearnersFollow Your Learners AroundTry Stuff Out with Your LearnersSummaryReferences
3. What’s the Goal?
Determine GoalsIdentify the ProblemUh Huh, and Why Do They Need Know That?Break It DownSometimes there is No ProblemSet the DestinationHow Sophisticated Should Your Learner Be?How Proficient Should Your Learner Be?Communicating Learning ObjectivesDetermine the GapHow Long Is the Trip?What’s Pace Layering?Fast or Slow?Designing for Fast and SlowSummaryReferences
4. How Do We Remember?
Memory In & OutSensory MemoryShort-Term or Working MemoryLong-Term Memory, or is It In Your Closet?In-Context LearningEmotional ContextEncoding For Retrieval, or How Will it Need to be Used?Real vs. Perceived KnowledgeTypes of MemoryDeclarative or Semantic MemoryEpisodic MemoryConditioned MemoryProcedural MemoryFlashbulb MemoryRepetition and MemoryMemorization: The Blunt Force SolutionSummaryReferences
5. How do you Get their Attention?
If They’re Not Paying Attention...Talk To the ElephantThe RiderThe ElephantThe Elephant is Bigger and StrongerWhat Does This Mean for Your Learners?We’d Rather Have it NowAttract the ElephantWays To Engage the ElephantTell it StoriesSurprise the ElephantTell it That all the Other Elephants are Doing ItShow the Elephant Shiny ThingsSummaryReferences

6. Design for Knowledge
Will They Remember?Have Learners Consider What They Already KnowMake It StickyHelping Your Learners UnderstandThe Right Amount of ContentMisconceptionsHow Much Guidance?How Do You Give Directions?Applying the Learning in Multiple CircumstancesA Process To FollowStep 1: Determine ContextStep 2: ChallengeStep 3: What’s the Activity?Step 4: How are You Giving the Learner Feedback?SummaryReferences
7. Design for Skills
Developing SkillsPracticeStructuring PracticeHow Much Practice?FeedbackFrequency of FeedbackVariety of FeedbackFollow-Up CoachingOther Ways to Follow UpDesign for AccomplishmentsHow Games are StructuredHow to use This for LearningSummaryReferences
8. Design for Motivation
Motivation To DoWe Learn from ExperienceRemember, Change is HardDesigning for BehaviorThe Technology Acceptance ModelDiffusions of InnovationSelf-EfficacyModeling and PracticeSocial ProofVisceral MattersYou Need to Follow UpSummaryReferences
9. Design for Habits
What Is a Habit?The Story of Two Project ManagersThe Anatomy of a HabitThe Benefits of AutomaticityIdentifying Habit GapsExample: Time ManagementContext and TriggersQuestions to AskDesigning for HabitImplementation IntentionsShrink the HabitPractice and FeedbackReduce the BarriersApplying To Learning DesignOne Last Word on Autonomy and ControlSummaryReferences
10. Social and Informal Learning
What Does Learning Look Like In Your Organization?It’s Not a Straight LineBalancing Formal and InformalHiro’s JourneyGoal 1: Learn the SoftwareGoal 2: Construct Good BudgetsGoal 3: Identify PitfallsGoal 4: Manage and TroubleshootGoal 5: Develop FurtherSummaryReferences
11. Design for Environment
Environment GapsKnowledge In the WorldLearning the Right ThingsProximity MattersPutting Resources In the WorldJob AidsSupply CachingPutting Prompts/Triggers In the WorldPutting Behaviors In the WorldClearing the PathThe Big QuestionSummaryReferences
12. Designing Evaluation
The Challenge Of Doing Good EvaluationWhat Does Learning Evaluation Look Like?What are We Trying To Measure?Does It Work?Testing Digital ResourcesUsing SurveysAre They Learning?Recognition Versus RecallSo Recognition Can Work?Can the Learners Actually Do the Right Things?Providing FeedbackConsistencyUse Your ObjectivesAre the Learners Actually Doing the Right Things?ObservationQualitative Interviews and Case StudiesSummaryReferences
Conclusion
Index

Content preview from Design for How People Learn, 2nd Edition

7. Design for Skills

(IN WHICH WE LEARN THAT NOBODY WANTS TO BIKE STRAIGHT UPHILL ALL THE TIME AND THAT IF YOU DON’T GIVE YOUR LEARNERS CHANCES TO REST, THEY’LL TAKE THEM ANYWAY)

Developing Skills

Teaching skills is not for the easily daunted. It takes time and effort and practice, both for you and for your learner.

In Chapter 1 we looked at the question you can use to determine if something is a skill:

Is it reasonable to think that someone can be proficient without practice?

If the answer is “no, it’s not reasonable,” then you know you are dealing with a skill.

Here’s the thing. A lot of learning experiences purport to teach a skill, when really all they do is introduce the skill.

There’s nothing wrong with just introducing a learner to a ...

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Design for How People Learn, 2nd Edition

by Julie Dirksen