Provocations
Yes, this is a provocation, but in some part true. To design from simply the outcomes, you hope to achieve with learners is to neglect the relationship you want with them, each other and the content. So, I often start by thinking, what’s the melody I want to create for this experience?
Creating engaging and effective learning experiences is like crafting a story or in this case a music album that pulls your audience in and leaves them wanting more (be that with you or beyond contact with you).
Now to find the answer
We need to explore 10 interconnected factors. They are written below as individual items, but in all honesty, I am often thinking of these simultaneously. But to write like this would be too difficult for you to follow. So, I have listed them below. Please note, they are in a helpful order, but perhaps not the best order for you. Feel free to start where you desire. As I say there is an interplay between these, just like there is in any musical creation – different instruments can be sounding off at the same time, affecting and influencing each other.
Key Considerations
1: Who is audience?
If you can get to know your audience before you deliver (at the very least find out a bit about them)! Understanding their backgrounds and interests can help you tailor your content to be more relatable. Knowing your audience well is half the battle. Also consider – do they know each other and what’s their relationship with learning. You are unlikely to have these answers, but you do need to consider these questions, keep them in your mind as you design and deliver.
2: How many will there be?
The size of your group can significantly impact how you deliver your content. Smaller groups allow for more personalised interaction, while larger groups might need a more structured approach and use of technology to keep everyone involved. The more there are, the greater the chance for passive learning, so get people interacting (with you, the content, each other) quickly, or risk losing them. With intimate groups, be aware of the bleed, time seems to disappear quicker because you have more space for stories…
3: How much time will I have?
Time is a crucial factor in planning your session. Whether you have an hour or a full day, it’s important to structure your content to fit the timeframe without overwhelming your learners. Break down the material into manageable chunks, incorporate breaks, and ensure there’s enough time for interaction and questions. If time is short say 45min, then acknowledge this will be possibly a pacey session with only one deep engagement opportunity.
4: How will they turn up (in what mood)?
Think about how your learners might be feeling when they show up. Are they coming from a stressful workday, or are they excited and eager to learn? Creating a welcoming and comfortable environment can help everyone be more open and ready to engage. This comes back to their relationship with learning (and you/each other), again plan for the knowns and unknowns of this.
5: What’s the delivery space like?
The environment where learning takes place matters a lot. Whether it’s a physical room or a virtual space, make sure it’s conducive to learning. Comfortable seating, good lighting, and the right technology can all enhance the experience. Air-conditioning and sound are so important to. They are often mentioned in the feedback along with the sandwiches and parking (ha ha). Just be sure to plan for the constrains of your space.
6: What’s their starting point (what do they already know)?
Before diving into new material, it’s crucial to understand what your learners already know. This helps you avoid covering old ground and ensures that your content hits the right level of difficulty. Pre-assessment activities or simple check-ins can be lifesavers here. Don’t teach what you don’t need to, but do check for understanding. Just because I say I know something doesn’t mean I know what it means in practice.
7: What relationship do you want with them, each other (and the content)?
Consider the kind of rapport you want to build. A friendly, approachable relationship can make learners feel comfortable asking questions and participating actively. On the other hand, a more formal approach might be better for certain professional settings. I like to start with – asking questions which have no wrong answer, or asking questions which the responses to aren’t to be judged (low threat, high engagement), then build over time to deeper sharing and more challenge (grade you questions).
8: What level of engagement do you want?
Think about how interactive you want your session to be. Are you aiming for lively discussions, hands-on activities, or something more low-key? The level of engagement you target can make a big difference in how much your learners take away from the experience (time, mode and space will dictate this). What are they expecting, its ok to deviate from this but do it with the right pace, read the room and respond. If time is tight, the type of engagement might need to shift from ‘them talking to you’ to ‘them talking in pairs’ or to you ‘talking to them’.
9: What do I need them to learn?
Clearly define your learning outcomes. What are the key takeaways you want your learners to have? Having specific points to guide your content and help ensure that your session is effective (if its not delivering against this, why is it in). Just note this may not be what they want to learn! These may become ‘hidden outcomes’ embedded within what they ‘want’ to learn!
10: What do they want to learn?
Align your content with what your learners are interested in or what is going to make their job easier. Make them feel clever, give them choice and help them see how this learning will make their work better. When learners see the value in what they’re learning, they’re more likely to stay motivated. To keep the relationship positive, the mood good and the desire for learning then these are must feature. Make them feel they are getting what they want, while to weave in what they need.
Closing
None these factors are isolated and should not be considered as individual items but more as overlapping interconnected and influencing others. Pull one string and the others moves too… twist one dial and the sound of the song you’ve created changes across the board (bass, treble etc).
Designing a compelling learning experience takes thoughtful planning and a deep understanding of your audience. Keep these questions in mind and you will do ok when it comes to creating a melody learners want to lean into.
If you want to find out more about ASRI and our work in Learning Design and Delivery just give us a shout – click the link or e mail kurt@bemorelnd.co.uk.
Stimulated by: Carly Simpson and Warwick Andrews – Thank you.
