Book Review: Write and Organize for Deeper Learning

Patti Shank’s latest book, Write and Organize for Deeper Learning, is a great read for anyone who writes to help people learn: instructional designers, trainers, professors, tech writers, etc. The book explains 28 tactics to improve your writing. Following these tactics will help your readers spend more mental effort on actual learning rather than wasting mental effort figuring out your meaning. Each tactic is clearly explained with a brief description of why it’s important. While all the tactics are supported by evidence (and references are provided at the end), it never gets bogged down with theory or overly stuffy descriptions of research. The book is squarely aimed at practitioners who want to start writing more effectively today without wading through any fluff.

Cover of Write and Organize for Deeper Learning
For experienced instructional designers and others who are already good writers, many of these tactics will confirm what you’re already doing. For example, you’re probably already determining your key points and using active voice. Those aren’t new tactics for me, and I expect some of this will be reinforcement for most readers rather than brand new content. I found the reminders helpful, and it will make me focus on some tactics I knew but hadn’t been using (like checking readability statistics).

I also find books like this helpful in justifying my decisions to clients. I will be pulling this book out again and referring to it the next time a client argues with me that their content is so serious that it must be written with a stiff, formal tone rather than a conversational, plain language style.

The book contains worksheets to help you remember and apply the tactics in your own work. In addition, the checklists and job aids make it easy to use.

This is the first book in a planned series called “Make It Learnable.” I’m looking forward to reading the next installment in the series.

ID and E-Learning Links (5/15/17)

Posted from Diigo. The rest of my favorite links are here.

Instructional Design and E-Learning Links

Podcast Interview on eLearning in Healthcare

Lawrence Laganelli of the Inside Medical Assisting Podcast interviewed me about elearning, especially as it applies in healthcare. Although we focused on examples related to training medical assistants, much of our conversation applies to other organizations as well. Note that this is geared to people outside the field of elearning, including subject matter experts and instructors.

Topics covered:

  • What media I prefer for online learning
  • Key elements that make elearning effective
  • Methods to maintain student interest
  • Example of how to teach interpersonal communication
  • Presenting yourself and managing virtual classrooms
  • Trends in the future of online learning

The interview is about 35 minutes long.

Links and References

The branching scenario example we discuss in the interview is available in my portfolio for you to try yourself.

If you want to read more on how to use storytelling and scenarios for learning, check out my collection of posts.

I referenced Julie Dirksen’s work several times in the conversation. You can buy her book Design for How People Learn.

microphone

ID and E-Learning Links (4/30/17)

Posted from Diigo. The rest of my favorite links are here.

Instructional Design & E-Learning Links

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How to Get Started Writing a Branching Scenario for Learning

In a recent conversation, a colleague asked, “Once you and your client have agreed on a branching scenario approach, how do you get started writing it? How do you get from the broad concept of training on X topic to actually creating the scenario?”

The short answer is to “begin with the end in mind.” Let me walk you through the process of analysis and preparation I do before writing a scenario.

Get Started Writing Branching Scenarios

Begin with the End in Mind

At the end of the training, what do you want people to do differently? It’s important to ask what you want learners to DO, not what you want them to KNOW. Cathy Moore has been beating this drum for years. If we’re aiming for behavior change, then we need to focus on what behaviors we want. It’s not enough to simply increase awareness.

Get Specific with Behaviors

Julie Dirksen describes this as the “photo test.” If you took a photo or video of the desired behavior, what would it look like? For example, a client might ask you for training on “quality customer service” or “better communication between nurses and patients.” As part of your analysis, ask what that really means. It’s not enough to just get a list of principles or broad best practices. You need specifics and examples.

“Quality customer service” might mean cashiers asking customers if they found everything they were looking for and calling for someone to get it if they missed something. That’s a specific behavior we can observe and assess.

“Better communication between nurses and patients” might mean asking open-ended questions to learn what concerns are most important to the patient. That’s another behavior we can observe.

Identify Common Mistakes

Ask your SMEs questions about mistakes. In a branching scenario, it’s not enough to know what the right behavior looks like. You need to know the wrong behavior you need to change too.

  • What are the common mistakes people make?
  • Where do people get stuck in this process?

If you have access to learners or people who have recently learned the skill, ask them too. They may have more insight than the SMEs.
The mistakes you identify become the distractors in the questions for your branching scenario. The mistakes and places people get stuck help you determine where to put decision points. If certain parts of the process are fairly clear and unproblematic, you can make those sections of the scenario passive review. That way, you can focus on what you really need to meet your objectives in the scenario.

Identify Consequences of Mistakes

For each mistake you identify, find out the consequences. Ask your SMEs and sources this question.

  • What are the consequences if people make this mistake?

The consequences of those mistakes become the feedback in your scenario. Asking a patient a closed question rather than an open-ended one results in a one-word answer. Forgetting to ask customers if they found everything results in lost sales and less satisfied customers.

Keep Probing for Specific Behaviors

Sometimes SMEs have a hard time switching from talking about abstract principles to describing behaviors. If they answer your questions about mistakes and consequences with broad answers, keep probing for specific examples and behaviors. You may have to ask these questions several different ways to get what you need.

  • Tell me more about that mistake. What do you think is going through people’s heads when they do that?
  • What does it look like when they make this mistake?
  • What does that consequence look like in practice?
  • Can you give me an example?
  • Tell me about a time when you saw this happen in a real situation.
  • What happened next?
  • Where do people get confused? What do they do when they’re confused?

Sequence Decision Points

Once you have a list of mistakes, you can list and sequence the decision points. Often, you’ll be following a specific process where it’s clear what needs to happen at each step. In those cases, you outline the process and note where you’ll insert decision points that give learners a chance to make the mistakes you identified.

If you aren’t following an established process, think about a logical flow of events. Sometimes a particular mistake obviously happens at the beginning or end of a process. Look for the set points of the process and flow the rest of the steps around that.

Rough Flowchart

At this stage, I only do a very rough flowchart or outline. I find the flow is sometimes easier to determine by simply sitting down and writing it rather than planning out every branch in advance. However, if you’re just getting started with branching scenarios, you might benefit from planning out in more detail. In the planning process, I often only do the sequence for the main correct path; I fill in the branches later as the scenario develops.

Storyboard or Draft

Once I have a rough flowchart and I know my primary decision points, I start storyboarding or drafting. I check my storyboard against my list of behaviors from the beginning of the analysis. Did I include all the critical decisions and behaviors? Did I include all the common mistakes?

Your Process?

What is your process for preparing before creating a branching scenario? Let me know in the comments.