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

Read now

Unlock full access

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

12. Designing Evaluation

(IN WHICH WE LEARN THAT A, B, C, AND D ARE NOT YOUR ONLY OPTIONS)

The Challenge Of Doing Good Evaluation

What Does Learning Evaluation Look Like?

If you close your eyes and picture learning assessment, there’s a decent chance you’ll picture something like this:

The most common form of formal assessment is everybody’s favorite: the multiple-choice question. We’ve all answered more multiple-choice questions than we can possibly remember.

If we use so many of them, they must be the good way to do learning assessment, right? Well, they have a few main advantages:

• They are efficient to write, administer, and score.

Become an O’Reilly member and get unlimited access to this title plus top books and audiobooks from O’Reilly and nearly 200 top publishers, thousands of courses curated by job role, 150+ live events each month,
and much more.

Read now

Unlock full access

More than 5,000 organizations count on O’Reilly

O’Reilly covers everything we've got, with content to help us build a world-class technology community, upgrade the capabilities and competencies of our teams, and improve overall team performance as well as their engagement.

Julian F.

Head of Cybersecurity

I wanted to learn C and C++, but it didn't click for me until I picked up an O'Reilly book. When I went on the O’Reilly platform, I was astonished to find all the books there, plus live events and sandboxes so you could play around with the technology.

Addison B.

Field Engineer

I’ve been on the O’Reilly platform for more than eight years. I use a couple of learning platforms, but I'm on O'Reilly more than anybody else. When you're there, you start learning. I'm never disappointed.

Amir M.

Data Platform Tech Lead

I'm always learning. So when I got on to O'Reilly, I was like a kid in a candy store. There are playlists. There are answers. There's on-demand training. It's worth its weight in gold, in terms of what it allows me to do.

Mark W.

Embedded Software Engineer

Publisher Resources

ISBN: 9780134211510Purchase book

Cloud Computing

Data Engineering

Data Science

AI & ML

Programming Languages

Software Architecture

IT/Ops

Security

Design

Business

Soft Skills

Design for How People Learn, 2nd Edition

by Julie Dirksen