Melanie Knight’s Post

Here's my visual summary of chapter 3 of 'Design For How People Learn' by Julie Dirksen. When creating training, I've often struggled with that first slide that is 'supposed' to have the boring list of objectives (that I usually skip over when I'm doing a course myself). The suggestions in this chapter about ways to rewrite learning objectives (focusing on real-life tasks where possible) and how to share them without needing a boring first slide were really helpful. She also acknowledges that some learners aren't trying to solve a problem, but are taking a course for personal interest or enrichment, and more interested in the journey than the destination. I'm often one of those learners - I love learning just for learning's sake! I'm quite familiar with Bloom's Taxonomy (and the criticisms of it) from teaching, but I liked the example of how it could be used from the top down rather than the traditional sequence. Gloria Gery's proficiency scale reminded me of the four stages of competency model that I summarised here: https://lnkd.in/ecAJxMxJ. But I like the way that Gery's scale breaks down the earlier stages into smaller parts. I hadn't come across the concept of pace layering before, but it makes a lot of sense. I also found it really helpful how Julie Dirksen emphasises in this chapter that it's often not possible to teach the learner everything in just a short course, so it's important to identify what level of proficiency learners can be expected to reach by the end of the training. Other chapters: Chapter 1 https://lnkd.in/eYdEw3cs Chapter 2 https://lnkd.in/e2S9QRuE Chapter 3 https://lnkd.in/eDjxaF5x Chapter 4 https://lnkd.in/eY99EV3m Chapter 5 https://lnkd.in/evmPy5j3 #instructionaldesign #analysis #designforhowpeoplelearn #sketchnotes #training #transitioningteacher