Design For How People Learn (Eva Spring's Library)

You can keep handing material to your learners, but you can’t make them carry it around. Look closely at the material you want to communicate, and focus on the parts that are most relevant to learners. Anything else, you may need to provide as a resource for them later. Be ruthless about including only what’s really necessary.

Technology may solve this problem eventually, but for now we don’t really have effective examples of this.

Sorry, but the scientific evidence of effective use of learning styles is pretty weak (at the time of writing this book).

• What will the learners need to practice to develop the needed proficiencies?

but that there are ways to help support motivation in a learning design.

but that there are ways to help support motivation in a learning design.

you can’t expect learners to pick up new skills without practice, and that practice needs to be part of the learning journey you design.

Is it reasonable to think that someone can be proficient without practice?

There’s a gap between your learner’s current situation and where they need to be in order to be successful.

The end of the journey isn’t just knowing more, it’s doing more.