CTVSD3/Design/Overview

Design resources appropriate to the learner cohort and method of delivery
Understanding who we are designing for

People have different preferences around how they learn. There are many articles written about the different types of learning styles. Many of these articles group people into four distinct areas based of how it assumed their senses guide those preferences.

Thinking about these preferences can help you to make decisions about the types of resources suitable for your learning cohort.

Explore these four types of learning styles and consider how they can impact your approach to developing resources:


 * Reading/Writing: These learners prefer traditional-based learning involving reading resource materials and writing activities. Using resources that are text-based best suit these learners, and providing them with opportunities to write answers, reflect or write assignments.


 * Kinaesthetic: These learners are hands on people. They feel most comfortable applying their learning in an environment where they try things for themselves. They prefer learning that incorporates bodily movement, touch, feel and action. Resources that provide examples to these learners, then asks them to repeat the action are useful, so are resources that guide them step-by-step to carry out a task.


 * Auditory: These learners prefer hear resources. Rather than providing this learner with a big text document, provide them a podcast or an audio recording of the resource.


 * Visual: These learners prefer using visual resources. These might be colourful charts and graphic images explaining how a task is carried out rather than reading instructions. Images, mind maps, drawings and videos are a visual learner’s best friend when it comes to resources.

It is important to note that not everyone is clearly one or the other in this grouping. It also depends on the course as to what format the resources are going to take. If the course is around cooking, then a hands-on approach cannot be avoided as it’s an integral part of the job. Providing resources in several formats provides learners with choices around how they take in the information.

Design content as a resource to support learner outcomes
Defining knowing and doing

Let’s first explore the difference between knowing and doing, and then look at the types of content we need to design to support each Outcome.

For a learner to ‘know’ something, they need specific knowledge. This might relate to understanding rules, regulations, laws, formulas, or which tools to use for a task.

To ‘do’ is to be hands on. It is to carry out a physical act. To ‘do’ something is to build, to take apart, to complete a task. It might be changing a tyre, building a bird feeder, cooking a meal, or washing the floor.

Resource content to support a learner knowing

Now that we understand the difference between knowing and doing, what sort of content can we design that will best support knowing?

Consider quizzes and knowledge checks as a way to present information with context. Bite-size chunks of information using different methods of presentation that are engaging can support learning knowing. These can be in the form of video or colourful and interactive objects. You can then follow up with a quick activity, such as a quiz, or drag and drop that helps the learner to self assess.

It is important to provide the learner with the opportunity to review the information previously covered. This is especially important after knowledge check activity where a learner can work through content as an individual activity. This will allow you to fill in gaps in their learning if required. They might be prompted to return to the content they just worked through and take a different approach. If you are in the workshop you can change the context, or provide alternative ways of presenting the resources to support memory retention.

Content to support a learner doing

Demonstration supports doing. A learner can watch a demonstration that is broken down into smaller steps, and then attempt to carry out the act themselves. This demonstration can be supported by a document outlining these steps.

An example might be when the learner needs to use a range of tools and PPE when making furniture. When working with them in the workshop you can show them the tools and how to use them. There are different components to these tasks. Your learning outcomes might say ‘select the correct tools’, ‘select the PPE’, ‘use the tools’ and ‘wear the PPE’. This can be chunked into 4 tasks and you can provide a list in the workshop and adapt that list to the content in your online learning platform.

Ongoing feedback is a crucial part of supporting both knowing and doing. As we saw, supporting knowing can be tested and feedback provided through knowledge checks and quick response methods. Feedback for doing needs to be based upon what the student is demonstrating.