Is it a Course? Detangling Learning Experiences
If I handed you an autographed book signed by me and said, "Here is my course on becoming a solo learning leader. There's a test to earn a badge or certificate." What would you think? I’ve been given PowerPoint decks and told that it was training. I learned some things through the content but didn’t consider those courses. It was a resource, maybe a good one, but it doesn't qualify as a course.
Visual aids, books, websites, references, infographics, and even visuals are tools that can support a course experience and even make it more effective, but individually and without applied learning design principles, they are not a course. We mustn't intentionally or unintentionally mislead learners (or ourselves) by conflating learning experiences.
But There’s More Than One Way to Learn, Kandice!
Yes, it's possible to gain knowledge or learn a new skill by reading a research article. Learning can occur through many mediums, so that's not in question, but is every one of those a course? No.
Is attending a cooking class the same as reading a cookbook?
Again, there is no question that you can learn to cook a dish using a cookbook, but is the experience the same as learning in a classroom? No, it's not.
Another comparison: books and workbooks. A book is written in a narrative format with large amounts of text, maybe some pictures, that encapsulates the book's premise. We are all familiar with a book's format. Now, let's say we buy the workbook as a companion to the book. Do we expect it to be different? I think so. Below is what I've noticed about books versus workbooks.
The workbook offers a structured approach to developing the skills outlined in the book's topic, attempting to help you gain them.
In contrast, I've also seen many books converted into eLearning courses. The idea may be good, but the execution often misses the mark of being a course. Just because the book's content is added to an eLearning authoring tool doesn't magically turn it into a course. It's not enough to repeat text from the book or add videos of the author emphasizing key points from the book with a few broad, philosophical questions.
The Elements of a Course
I argue that when a learner, and I'll use myself, registers or enrolls in a course, they have certain expectations of the experience. Here's what I define as a course and what I strive to achieve with the courses I create:
To meet the learning outcomes by thoroughly explaining concepts/ideas and incorporating supporting tools, and realistic examples, stories, and relevant practice that allow the learner to contextualize the concepts based on their experience, knowledge, and expertise.
So let's go back to the cooking class example. When I attend the cooking class, I expect the instructor to present the ingredients and give me the appropriate tools to cook the recipe. I expect her to explain the ingredients' impact on flavor, texture, etc, how much to use and why, and then guide me through creating the recipe through demonstration and practice. Now, I may leave the class and adjust the recipe based on my preferences or those of my dinner companions. Yet, I had a learning experience associated with taking a course versus reading a book.
Sticking to Course Design For the Learner
When working with my SMEs to design eLearning courses, typically medical courses, they often send a hyperlink to a journal by way of an explanation for the learner. Of course, I reach out to them and explain why we need to unpack the research within the course rather than expect the learner to do it. This isn't an insult to the learner, but we must respect their expectations for the learning experience. I ask the SME to translate what’s in the article into practice. What does this mean for patients? How should it or might it alter the clinician's current behaviors? Please impart your expertise to guide the learner; they will determine how it applies to their professional context. Once the SME shares that with me, I develop examples or case studies (with their approval and oversight), followed by practice exercises that provide feedback.
Of course, as a sole eLearning designer, it might be tempting to create something that requires less time, concentration, and critical thinking. Yet, I can’t do that to the learner. I feel that I owe it to them to do my best to provide the learning experience they expect and deserve.
Are you attending DevLearn 2024? Join me at my session, where I will share how I've managed as a solo learning leader to work successfully and productively with SMEs and stakeholders.
Thursday, November 7, 2024, 3-4 pm
Kandice,
Great issue: What is a course? I categorize all the knowledge transfer stuff out there as either learning support or reference:
Learning support is what you are calling a course. Which I define as having stated performance improvement objectives, content structured into digestible chunks, each chunk followed with exercises to reinforce the learning, and an assessment, that is preferably a continuation of the learning that sends the learner back to review content the assessment indicates they did not retain.
Reference is everything else. The books, articles, job aids, websites, and everything else the learner self-selects (or is assigned) that either directly resolves specific issues, or provides commentary; typically without exercises or an assessment.
This of course does not resolve…