Learning is a Journey
Learning does not happen in one event - it is a continual process, an evolution, a Journey. From a micro to a macro level, every experience provides an opportunity to learn something. Explore the following “Choose your own adventure” project to experience a learning journey or click here for a better mobile device experience.
How was your experience traveling to Wolfsburg? Did you identify things that would have made it better? When we don’t intentionally design experiences, our learners can feel the same way in their journey. Keep reading to learn more about 5 tips to help enhance the learning experience for your learners.
5 Tips for a Successful Learning Journey
-
How did you feel not knowing anything about Wolfsburg? Would pictures, descriptions, or even a virtual tour first have helped you feel more excited about going? Did you feel confident that you had made it to Wolfsburg? Would you ever travel somewhere without doing some research first?
In this application, destination is the key outcome we are trying to accomplish. It is important to remember that the learners haven’t been to the “destination” before, which is why we are teaching it and helping them learn. We can give relevant and real world (to them) application of the material. Think about showing them the brochure of things they can do, or giving them context before giving them the directions on how to get there. Have learners research and come up with their own itinerary, or application of the material. These can all increase motivation and interest in the content material and help students be able to visualize and feel confident when they arrive at the final destination.
-
How did you feel about the lack of choice in your journey? Everything was pre-determined for you, which left you with no personal choices, aside from the bus or the car. Even if you tried to take a different route, you always had to come back to the set directions.
While we don’t have to give unlimited choices to learners, we can strategically place options and give students voice and choice in how they get to the destination, or outcome. Providing choice in how they demonstrate mastery, how they learn the content (this is where having asynchronous options can play a big role!), and providing a variety of strategies can help improve the experience for all learners and provide a sense of control.
-
How did you feel driving with no tools? If you took the bus, you were a passive participant in your travels. If you drove, you didn’t have access to GPS, a map, or any other navigation tools. If you had to drive to Wolfsburg again on your own, without directions, could you do it?
Giving learners tools like reference sheets, websites, and on-demand videos (another application for asynchronous modules) can help them find their own way and feel confident along the way, especially if they get lost. Printed directions are just one way to get there, but if they encounter a situation where that one way doesn’t work, they need the tools to find their own way. To go along with the tools, we also have to ensure that the learners are in the driver’s seat - and not passive passengers on the bus. This means they should be making choices and have some control over the speed and route they take.
-
How did it feel when you were riding or driving and couldn’t recognize anything outside the window? Did you feel confident you were going the right direction? Did the step-by-step directions help you feel more confident? Did they help you feel a small sense of accomplishment when you turned the right direction?
Checkpoints are useful for both you and the learner. Imagine waiting at the destination for all of your learners only for some of them to not arrive. Where are they? Where did they get lost? Checkpoints help chunk material and provide insight into where learners are and how they are doing. There can be multiple checkpoints within a lesson and/or a unit. When a learner recognizes and passes a checkpoint, they know they are on the right track, which can increase learner confidence and provide a sense of accomplishment. When they realize they are off track, they can try to get back on the right path or notify you and get help. The notification can be a simple email or ping into your teacher dashboard in an asynchronous project.
-
How did you feel when you got lost? Did you want to turn around and get back on track or did you want to wander a little and find your own way? Do you feel like getting lost the first time would help you find your way the next time you go to Wolfsburg?
In this application, you didn’t have the opportunity to truly get lost and find your own way. You had to turn around and get back on the “right” path. Learners can feel like getting lost is failing but getting lost is natural and can help integrate material. Think more application and less “plug and chug”. We have to allow for extra time and ensure we provide the proper tools (see above) in these scenarios. When they have the freedom to get lost and wander off the path, they are more likely to fully understand and be able to apply the material to a variety of problems.