What most cohort based courses get wrong about learning design

Name: What most cohort based courses get wrong about learning design
Uploaded: 2023-03-23T16:41:57.000Z
Duration: 1 h 40 min 33 s

Overview of Course Experiences

Overview: This section provides an overview of the speaker's experience with courses and workshops, as well as their thoughts on taking inspiration from others' work.

Course Experiences

The speaker encourages the audience to share their experiences with courses they have attended.

They suggest looking at other people's work for inspiration when designing a course.

They emphasize the importance of empathizing with learners and understanding their needs.

Introduction to Alexandra Allen

Overview: This section introduces Alexandra Allen, an online course designer and trainer who has worked with over 50 experts and top industry players.

Alexandra Allen

Alexandra Allen is an online course designer and trainer who has worked with over 50 experts and top industry players.

She has worked with companies such as Maven Rite of Passage and District 3 Innovation.

She has studied learning design and tech at the Harvard Extension School and applies startup principles to course building.

She is currently working remotely from Montreal, Canada, but has also lived in London, Sydney, and Paris.

Checklist for a Great Session

Overview: This section provides a checklist for a great session, emphasizing the importance of engaging with the audience and encouraging questions.

Checklist for a Great Session

The speaker encourages the audience to have their cameras on and to raise their hands if they have questions.

They suggest asking questions and sharing comments to make the session more conversational.

They emphasize the importance of engaging with the audience and empowering them to ask questions.

Outcome Driven Courses

Overview: This section covers the importance of starting with an outcome in mind when designing a course, and how to avoid the common mistake of starting with too much information.

Defining Outcome Driven Courses

Start by asking a poll question to gauge the level of experience in the room.

Acknowledge the results of the poll and emphasize the importance of learning how to make courses better.

Introduce the agenda for the session and explain the three common mistakes people make with cohort-based courses.

Explain the myth that people should start with the first thing students should know when building a curriculum.

Emphasize the importance of starting with an outcome in mind and working backwards to figure out the quickest route based on where students are now.

Explain how this is similar to using a GPS or Sat Nav to get directions.

Summarize the key points and emphasize the importance of avoiding the common mistake of starting with too much information.

Introduction to Backwards Design

Overview: This section introduces the concept of backwards design, a learning framework introduced in 1998 by Grant Wiggins and Jay McTee. It is widely adopted in North America in schools and other educational settings.

Example of Traditional Teaching

Traditional teaching methods involve starting with a list of topics to cover and then creating fragmented activities that don't lead to any real outcome.

Backwards Design

Backwards design starts with the desired outcome and works backwards to create a viable path to that end.

Begin by asking yourself what you want students to know and be able to do by the end of your time together.

Create an experience that culminates in the desired outcome.

Example of Backwards Design

Overview: This section provides an example of how to use backwards design to make a cup of tea.

Steps

Start with the last step before drinking the tea (e.g. adding milk or sugar).

Work backwards to figure out the steps before that (e.g. steeping the tea for two minutes).

Continue working backwards until you reach the first step (e.g. picking a mug).

Contextualizing Information

When adding context and information, make sure it is in service of one of the pillars and taking a step towards the desired outcome.

Avoid overloading students with information that is not relevant to the desired outcome.

Backward Design for Project Management

Overview: This section covers the concept of backward design and how it can be used to create an outcome-driven course. It also discusses the importance of being intentional about what you are helping your students achieve in the time you have together, as well as the need to be realistic and know your persona.

Backward Design

Start by understanding who you are working with and what their end goal is.

Identify the steps needed to reach the end goal in reverse chronological order.

Create a timeline of tasks and milestones that will inform the project plan.

Establish SMART goals that will guide the timeline.

Decide on a project and identify the five pillars of success.

Include additional content as bonus material, but avoid making it part of the core course.

Outcome-Driven Course

Focus on skill development and giving students the opportunity to apply what they are learning to real problems.

Provide less information and more action.

Encourage conversation and collaboration among students.

Create space for students to practice and get feedback.

Avoid insecurity by not talking all the time.

Promote the skill development of students.

Identifying Knowledge Gaps and Misunderstandings in Students

Overview: This section covers how to identify knowledge gaps and misunderstandings in students, and how to bridge those gaps to give them a strong foundation to start your course.

Common Misconceptions and Myths

Common misconceptions and myths can range from basic principles being wrong (e.g. two plus two equals five) to imposter syndrome or identity-based beliefs (e.g. thinking you can't do something because you don't fit the most common persona).

Bridging Knowledge Gaps

Writing is a skill that can be improved with practice and reading good writing. The same applies to any other skill, such as athletics - the best athletes in the world will tell you it comes through practice.

To ensure success for your students, it's important to start your course by addressing any myths, misunderstandings, and knowledge gaps they may have. This can be done using the framework outlined in the book "Understanding by Design" by Wiggins and McT.

Starting with the Outcome

Overview: This section discusses the importance of starting with the outcome when designing a course and how to identify myths and misunderstandings in your field.

Identifying Myths and Misunderstandings

Start by flagging any myths or misunderstandings you see in your field.

Set a timer for 10 minutes and do a brain dump of all the problems you see.

Think about misleading advice shared versus mistakes that novices make.

Highlight any memorable phrases or quotes as evidence.

Look back and think about mistakes you used to make.

Identify any nonsense circulating in your field.

Make a point of addressing anything that makes you cringe.

Building a Strong Foundation

Remind students that anyone who practices can become a good writer.

Explain why it's important to safeguard students from getting cracks in their foundation.

Use analogies to help students understand the importance of having strong roots.

Hands-On Workshops

Overview: This section discusses the importance of active workshops and how to avoid being disappointed when signing up for one.

Avoiding Disappointment

Ask questions before signing up for a workshop to ensure it's active.

Make sure there are breakout rooms and people have their cameras on.

Be aware of workshops that are promoted as active but turn out to be glorified webinars.

Understanding the Myth of Workshops

Overview: This section discusses the myth that workshops should be filled with content and presentations, and explains why it is important to create space for students to practice and reflect.

Creating Space

Workshops should focus on creating space for students to practice and reflect, rather than presenting content.

Peer feedback is an important part of the learning process, as it allows students to integrate their experiences and decide how to apply them.

It is important to feel insecure about not doing enough in a workshop, as this means that the heavy lifting has been done beforehand.

Applying Backwards Design

Backwards design should be applied to both the curriculum and the workshops.

Each workshop should have a specific outcome, and activities should be designed to lead to that outcome.

It is important to focus on one concept at a time, rather than presenting multiple concepts.

When designing a workshop, it is important to consider how to break up the activities and sequence them in order to achieve the desired outcome.

The takeaway is that workshops are units of a course, and should be treated as such by applying backwards design.

Outcome-Driven Courses Using Backward Design

Overview: This section covers how to define outcome-driven courses using backward design, how to identify knowledge gaps and misunderstandings, and how to use the 80/20 rule for Hands-On workshops.

Identifying Knowledge Gaps and Misunderstandings

Use prompts such as "students might think" or "students might not realize" to identify potential knowledge gaps and misunderstandings.

Ask participants what one thing they took away from the session that they would do differently.

Hands-On Workshops

Use the 80/20 rule to structure Hands-On workshops: 80% of the time should be spent on hands-on activities, and 20% of the time should be spent on lectures.

Begin with the end in mind and ask for advice from experts.

Quicker Isn't Always Better

Overview: This section covers why quicker isn't always the best way, and why it's important to trust your intuition as a teacher.

Slower Learning Mechanic

Overestimating how much content can be packed into a course is a common mistake.

Trust your intuition as an expert in your field and consider how much time is needed to master a skill.

Behavior change takes time, so consider creating a course that lasts at least 30 days.

Understand how we learn and the importance of spaced repetition and interleaving.

Designing a Course for 1000+ Employees

Overview: This section covers how to gather knowledge and skill gaps when designing a course for 1000+ employees with different needs and expectations.

Gathering Knowledge and Skill Gaps

Identify key personas to break down the large group.

Create a competency framework or skills matrix to cross-reference where people fit on a rubric.

Consider process-based updates and provide enough time to master a skill.

Busting Misconceptions and Building Confidence

Overview: This section covers how to address misconceptions and build confidence in learners through activities and exercises.

Addressing Misconceptions

It is important to identify areas of misconception and provide optional modules for those who want to take their learning further.

Consider making the first module or live session about busting misconceptions that learners may bring into the course.

Building Confidence

A big part of what holds people back from trying to do things on their own is a lack of confidence.

Incorporate an exercise into the first session to help learners open up about their insecurities and fears.

Consider using physical notebooks and pens to encourage more connection and engagement.

Hybrid Workshops

Overview: This section covers tips for designing activities that engage both online and in-person participants.

It is best to go all online or all in-person, rather than having a hybrid workshop.

Adapt activities to suit the needs of the course.

Consider incorporating journaling exercises to help participants open up about their fears and insecurities.

Structured Workshops

Overview: This section covers tips for dealing with a head of education who insists on dividing people into groups at the beginning of workshops.

Be aware of the potential for false advertising when asking participants what they want to learn.

Consider incorporating group tasks to engage participants without compromising the structure of the workshop.

Outcome Driven Learning

Overview: This section covers the importance of being outcome driven when designing a workshop. It also discusses how to ask participants which topics they are most interested in and how to avoid awkward situations.

Setting Up for Success

Make it clear that the workshop is outcome driven.

Ask participants what they would like to learn about in future sessions.

Align the topics to what the participants are most excited about.

Smoothing Out the Foundations

Use group tasks that are based on the workshop content.

Talk afterwards to ensure everyone is on the same page.

Key Takeaway

Distill everything and pack it into one word.

Drop the key takeaway on the poll.

Examples of key takeaways include: action, outcome, myth busting, less content, outcome driven learning, backward design, MVP.

Conclusion

Thank Alexandra for the awesome content and tips.

Provide links to upcoming sessions and enable the soundboard.