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by Julie Dirksen
Design for How People Learn, Second Edition
Title Page
Copyright Page
Acknowledgments
Contents
Introduction
1. Where Do We Start?
The Learner’s Journey
Where’s the Gap?
Knowledge Gaps
Skill Gaps
Motivation Gaps
Habit Gaps
Environment Gaps
Communication Gaps
Identifying and Bridging Gaps
Examples
Why This Is Important
Summary
References
2. Who are your Learners?
What Do Your Learners Want?
Why are they there?
Intrinsic vs. Extrinsic Motivation
Your Learners Want to Not Feel Stupid
What Do Your Learners Like?
What Is Their Current Skill Level?
Some Learners Already Know a Lot
Scaffold the Incline
How Are Your Learners Different from You?
What is Your Learner’s Context?
How Much You Know vs. How Much They Know
Why Your Brain is Like a Closet
How Do You Help Novices Structure Their Closets?
The Experience Filter
How Can You Know What Your Learners are Thinking?
Learning Styles
What Can I Do with Learning Styles?
Methods for Learning About Your Learners
Talk to Your Learners
Follow Your Learners Around
Try Stuff Out with Your Learners
Summary
References
3. What’s the Goal?
Determine Goals
Identify the Problem
Uh Huh, and Why Do They Need Know That?
Break It Down
Sometimes there is No Problem
Set the Destination
How Sophisticated Should Your Learner Be?
How Proficient Should Your Learner Be?
Communicating Learning Objectives
Determine the Gap
How Long Is the Trip?
What’s Pace Layering?
Fast or Slow?
Designing for Fast and Slow
Summary
References
4. How Do We Remember?
Memory In & Out
Sensory Memory
Short-Term or Working Memory
Long-Term Memory, or is It In Your Closet?
In-Context Learning
Emotional Context
Encoding For Retrieval, or How Will it Need to be Used?
Real vs. Perceived Knowledge
Types of Memory
Declarative or Semantic Memory
Episodic Memory
Conditioned Memory
Procedural Memory
Flashbulb Memory
Repetition and Memory
Memorization: The Blunt Force Solution
Summary
References
5. How do you Get their Attention?
If They’re Not Paying Attention...
Talk To the Elephant
The Rider
The Elephant
The Elephant is Bigger and Stronger
What Does This Mean for Your Learners?
We’d Rather Have it Now
Attract the Elephant
Ways To Engage the Elephant
Tell it Stories
Surprise the Elephant
Tell it That all the Other Elephants are Doing It
Show the Elephant Shiny Things
Summary
References
6. Design for Knowledge
Will They Remember?
Have Learners Consider What They Already Know
Make It Sticky
Helping Your Learners Understand
The Right Amount of Content
Misconceptions
How Much Guidance?
How Do You Give Directions?
Applying the Learning in Multiple Circumstances
A Process To Follow
Step 1: Determine Context
Step 2: Challenge
Step 3: What’s the Activity?
Step 4: How are You Giving the Learner Feedback?
Summary
References
7. Design for Skills
Developing Skills
Practice
Structuring Practice
How Much Practice?
Feedback
Frequency of Feedback
Variety of Feedback
Follow-Up Coaching
Other Ways to Follow Up
Design for Accomplishments
How Games are Structured
How to use This for Learning
Summary
References
8. Design for Motivation
Motivation To Do
We Learn from Experience
Remember, Change is Hard
Designing for Behavior
The Technology Acceptance Model
Diffusions of Innovation
Self-Efficacy
Modeling and Practice
Social Proof
Visceral Matters
You Need to Follow Up
Summary
References
9. Design for Habits
What Is a Habit?
The Story of Two Project Managers
The Anatomy of a Habit
The Benefits of Automaticity
Identifying Habit Gaps
Example: Time Management
Context and Triggers
Questions to Ask
Designing for Habit
Implementation Intentions
Shrink the Habit
Practice and Feedback
Reduce the Barriers
Applying To Learning Design
One Last Word on Autonomy and Control
Summary
References
10. Social and Informal Learning
What Does Learning Look Like In Your Organization?
It’s Not a Straight Line
Balancing Formal and Informal
Hiro’s Journey
Goal 1: Learn the Software
Goal 2: Construct Good Budgets
Goal 3: Identify Pitfalls
Goal 4: Manage and Troubleshoot
Goal 5: Develop Further
Summary
References
11. Design for Environment
Environment Gaps
Knowledge In the World
Learning the Right Things
Proximity Matters
Putting Resources In the World
Job Aids
Supply Caching
Putting Prompts/Triggers In the World
Putting Behaviors In the World
Clearing the Path
The Big Question
Summary
References
12. Designing Evaluation
The Challenge Of Doing Good Evaluation
What Does Learning Evaluation Look Like?
What are We Trying To Measure?
Does It Work?
Testing Digital Resources
Using Surveys
Are They Learning?
Recognition Versus Recall
So Recognition Can Work?
Can the Learners Actually Do the Right Things?
Providing Feedback
Consistency
Use Your Objectives
Are the Learners Actually Doing the Right Things?
Observation
Qualitative Interviews and Case Studies
Summary
References
Conclusion
Index
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Copyright Page
Design for How People Learn
JULIE DIRKSEN
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