Learning Design--Strategy, Goals, Outcomes, Assessments

In designing learning programs, it is important to follow a strategy that includes goals, outcomes, and assessments.

Today learning programs can take place in multiple venues.  Traditional classroom instruction, experiential classroom instruction, "asynchronous" ("stand-alone") computer-based or web-based training, "synchronous" ("real-time, interactive) web-based training, blended (a combination of classroom and web-based training, perhaps blending both asynchronous posting and synchronous dialog), Web2 design (including Wiki-based collaborative writing and dialogue).  Other tools include virtual environments and virtual 3D environments (web-based where learners have avatars (iconic representations of themselves) with or without skills and knowledge specific to the context of the learning environment.  Some learning can take place in Alternate Reality Game environments with activities focused on building the skills required to meet the learning goals of the program.

Regardless of the media platforms used to support the learning, learning design needs to follow the concept of strategy, goals, outcomes and assessments.  Ideally the strategy will be based on an understanding of how we learn and of how important positive engagement in learning activity and reflection are to the learning process.

Remembering What's Important

Remembering what's important is sometimes difficult.  "It's hard to remember that your goal was to drain the swamp when you're up to your tail feathers in alligators."

I was reminded of this today when I found my mother taking the lights off the Christmas tree very carefully to put them away along with the ornaments.  She was reliving early childhood experiences after Christmas with her brother, Danny.  She had forgotten that today is December 17th and that tomorrow (Dec 18th) is her 95th birthday.

I could have allowed her to talk about her brother, then could have brought another tree from my house or fix her tree later. 

It took both of us a while to disengage the "I'm right; you're wrong" response.