Friday, February 16, 2018

How to Leverage Opportunities for Microlearning Impacts - Tip #170

Back in 2017, the Association for Talent Development (ATD) conducted a survey on microlearning. According to their research results, 92% of organizations are already using microlearning and planned to do more of it. More than 67% of organizations not using microlearning planned to start doing so in 2017. Undeniably, microlearning was the focus of the training industry last year.

"Microlearning" web search trend for the past 5 years.
A screenshot from Google Trends

This year, that focus isn’t expected to shift. Microlearning is predicted to continue leading discussions in 2018. Where can microlearning make the most impact? Here are some of the opportunities I think training and development professionals should watch out for:

Opportunities for Microlearning Impacts

Crisis, urgent, rapid answers needed.
With the dynamic and fast-paced nature of work in an organization’s environment of rapid change (vortex of the workplace), employees must use their time efficiently. When a problem arises, they must be able to solve it quickly. Microlearning tools enable this by providing information when and where the need arises.

As-it-happens need for answer.
Microlearning helps workers obtain solutions to their problems in real time. That is, the right information can be quickly accessed in the workplace when learners need it. And, this is essential because “we all have a Google-search mentality now,” not just Millennials, says Stephen Meyer, president and CEO of the Rapid Learning Institute. “The internet has changed the way we think. … We expect to get the information we need now.”

Customers teaching themselves and employees gaining new knowledge from experience.
Because microlearning provides the right information at the right time, it allows employees (or customers) to rapidly acquire skills that will help them solve problems themselves. This method of problem-solving sticks in their memory because research has shown that we retain more when we recall information from memory. It obviously builds up valuable experience knowledge.

Constant updates make it easy for microlearning content to adapt to changing needs of workers.
In an age where workers heavily rely on technology to get the job done and where that technology is constantly improved and updated, learning tools and content must keep up. Unlike traditional learning resources, microlearning content can easily be created or revised/updated to help address problems and issues almost as soon as they come up.

In-between formal learning and applications.
Microlearning happens outside a classroom setting. Within just a small amount of time, learners can consume learning content in the form of one-page articles or 10-minute videos or even snippets of information they can quickly access.

Self-driven, continuous learning.
“Employees want more than structured corporate training and development programs. They want to discover and define their own personal learning journeys,” says John Hiraoka, chief strategy officer at Saba. “They expect learning to be available everywhere and at any time, across a broad range of modalities and content, within the flow of their day-to-day work.”

Microlearning motivates workers to pursue learning on their own. This self-driven, continuous learning is empowering for workers and translates into operational excellence, improved efficiency and reduced training and development costs.

There are more opportunities for microlearning impacts, such as rapid, no-wait time onboarding; obsolescence of knowledge; spaced-out learning delivery; subscription learning, and many others.

What other opportunities do you predict for microlearning? Share your thoughts in the comments below.


ATD Research. Microlearning: Delivering Bite-Sized Knowledge. April 2017
Biz Library/Association for Talent Development. What Trends are Going to Shape Employee Training in 2018?
Annie Murphy Paul. How to Make Microlearning Matter. Society for Human Resource Management, May 1, 2016
Greg Blackburn. Microlearning in Learning and Development: The Digital Industrial Revolution. eLearning Industry, February 16, 2017
Susan Mazza. Develop More Leaders with These Three Microlearning Opportunities. SABA Blog, January 12, 2018
Tip #42 Provoking Learners with Story Questions
Tip #134 - Microlearning Leads to Rapid Skill Acquisition
Tip #158 - What Happens If There Is a Chip on Your Windshield? Cases of Microlearning Impacts
Tip #164 - Vortex of the Workplace and Microlearning Fix

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Wednesday, February 7, 2018

How Story Characters Help Learners Learn Difficult and Sensitive Topics - Tip #169

Sensitive topics, like sexual abuse or harassment, dealing with personal failures (where learners have an emotional stake) and handling "no correct answer" situations (gray areas at work), can be difficult to teach.

These topics create in learners the following:​
  • Discomfort​ - Even if they are in learning mode, they become uncomfortable since many people have strong emotional sentiments on issues like social justice, protection of the environment, and other "political" and spiritual beliefs​.
  • Uncertainty​ - Real life at work consists of many uncertain situations. There are areas where "the worker looks bad if he does it or if he does not do it" situation. This uncertainty makes lessons hard to learn. Since we teach perfect answers--meaning to say, we teach in the ideal world--we often do not address the gray areas.
  • Fear of consequences, ridicule​ - They feel that there might be personal consequences if their bosses knew of their answers.

If not done right, difficult and sensitive topics could result in uninterested learners and discouraged trainers. Fortunately, story characters can rescue them both. Story characters can help trainers teach difficult topics at a deeper level and create interest and motivation to learn among learners.

Characters as Teaching Moments
One day, HR received a complaint from Nancy. She said she was harassed by another
employee, stating: “He cornered me in his room and started abusing me.” The details
aren’t very clear, but Nancy’s boss, Julian, after learning of her complaint, took it
personally. He became violent and threatened to file a suit against Nancy. Was this
the best move for Julian?

While reading the story above, learners would quickly imagine themselves in a character’s shoes, which is a natural response. According to experts Roger Schank and Michael Corballis, people tend to create versions of the story and insert themselves as a character in it--they become part of the story. This creates a great opportunity for designers to pose the challenge or dilemma to learners.

That’s why our use of characters in stories shouldn’t be accidental; it needs to be intentional. Because every story has a moral lesson, the characters' personalities and quirks, and the specific situations and dilemmas they’re in can teach learners important lessons.

In fact, characters can represent the content. They depict issues in real life. Their actions and behaviors can portray ideas. When characters “do the talking,” they instantly connect with learners and help initiate discovery (vs. spoon-feeding).

Characters Evoke Empathy

John’s boss, Jane, always does things in specific, and sometimes peculiar, ways.
She always insists on following her procedures. One day, John encountered a
situation where Jane’s procedure was wrong. John is concerned about following
and pleasing Jane or doing what he thinks is correct. But, Jane was not there to
help him. What should he do?
Framing the story from a learner’s perspective allows learners to feel what the character feels and imagine possible options. What would they do, or not do, in this particular situation? And, because it’s easy for learners to imagine a character doing something, they can also smoothly emulate or follow what the characters do.

Learners feel less anxious if they see that characters in real-life situations face the same or similar challenges and dilemmas as they do. They can envision the consequences of their actions based on what happens to the characters.

They also feel reassured that although topics are difficult and sensitive, they are learning, privately and allowed to deal with the issues in their own pace and time and allow their own emotions to play.


Tip #55 - Discover the Secrets that Make the Story-Based Lesson Tick
Robert C. Schank. Tell Me a Story: Narrative and Intelligence. Northwestern University Press, 1995
Michael C. Corballis. The Recursive Mind: The Origins of Human Language, Thought, and Civilization. Princeton University Press. 2011
Tip #59 - The Brain and the Stories We Tell: Top Reasons Why Stories Change Our Behavior
David Holt. Professional Education Using E-Simulations: Benefits of Blended Learning Design. IGI Global, September 2011.
Is It Spoon-feeding or Discovery Scenario Learning?

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Wednesday, January 31, 2018

How Empathy Makes Your Learners Learn - Tip #168

Back in 2012, Time named Google Glass one of the best inventions of the year, but Google pulled out the headset in 2015 after a short-lived release in 2014. What happened?

Empathy Gap

In marketing speak, Google Glass failed because the team behind it did not do the market research right. A MediaPost article states:

In learning and development, we face the same problem with a different name. Let’s call it the “Empathy Gap.” This happens when the instructional design fails to connect with online learners or meet their actual needs. It happens when trainers fail to stimulate and motivate learners.

Storytelling Links Technology and Empathy

Fortunately, there’s a simple formula to fix the empathy gap in elearning.

Image Source: Jacquelyn Quinones | TEDxIHEParis

Empathy fuels connections and its mechanism is stories, or experiential storytelling, as Bandyd CEO Jacquelyn Quinones calls it. Through stories, we can connect with learners on an emotional level. Stories help learners recall their own memories and experience what others feel as if it was them in that specific situation.

An empathic person says, “I can imagine how that feels.” Empathy is connecting with something in ourselves that knows that feeling in order to connect with others. Empathy is feeling with people. And, stories open the portal and transport us to that emotional or imagined experience.

Stimulating the Growth of Empathy in Online Learning

How then can we leverage storytelling and technology to elicit an empathic response from elearners? Here are some tips:
  • Weave a story around facts. Hard facts can be emotionally overwhelming so weave them into a story that helps learners feel and take someone else’s perspective.
  • Create scenarios. When developing stories, try including characters with different emotions and ask learners to identify these emotions and how they might respond to these emotions.
  • Encourage collaboration and communication. Hearing what others have experienced or think about helps learners understand them. It helps learners put themselves in another person’s shoes or brain.
  • Customize resources. Some learners are more empathetic than others, so it would be best to tailor resources to meet their specific needs and preferences.


Empathy Gap. Wikipedia
Collin Sebastian. Google Glass and Market Research: A Cautionary Tale. MediaPost Marketing Daily, February 26, 2015
TEDx Talks. Technology’s “empathy gap” | Dan Hon | TEDxLiverpool. August 27, 2014
TEDx Talks. Is Technology killing our empathy? | Jacquelyn Quinones | TEDxIHEParis. June 23, 2016
The RSA. RSA ANIMATE: The Empathic Civilisation. May 6, 2010
Making Facts Stick With Stories - Jiggling Atoms
Creating Micro-Scenarios – X-Men Plays Hockey
Tip #75 - Insight Sharing - How They "Meet and Mate"
Tip #113 - Empathy: Helping Learners to Feel Others

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Friday, January 26, 2018

5 Proven Ways to Help Learners Remember Lessons - Tip #167

Learner engagement is a constant challenge for designers and trainers. Learners are hounded by countless information media. So how do we help them recall, retain and eventually apply what they learn?

Ponder these ideas and see how it can help your learners:

1. Add Realism

Start with a recent story or current event that catches attention.

An example would be about the new Amazon Go store. No lines, no checkouts, no registers - no cashiers. The world’s most advanced “Just Walk Out Technology” has opened its first store in Seattle. So you ask,
“How does this affect you?”

Or how about the false missile alert that went off in Hawaii last January 13, 2018 that sent the entire island into panic mode?

This brings learners to a "now" and real event that can be associated with a lesson.

2. ​Have a Dinner Table Conversation

Have a human to human conversation with your learners.

Speak and write with candor - defined as the quality of being open and honest in your expression.

Many of our writings are so impersonal, we have lost the ability to be candid and direct with our learners. We have also been unable to talk with our learners as it happens in real life. We are perceived as superficial and not present because of our technical jargon.

Here are some helpful insights that I hope will help you build quality conversations with learners:
  • Commit to build rapport with your learners, both with encouragement and guidance throughout your sessions.
  • Provide helpful positive feedback as you stir them into realizations.
  • Motivate experience sharing by using real-life examples.
  • Design thought-provoking questions to stimulate conversations.

As we recognize this challenge, we should seek to speak and write to learners as if they are having a conversation with you at the dining table.

We call this "dinner table” conversation - warm, candid and reality-based​.

3. Create the Big Picture Impacts

Framing is like helping the learners think with a big picture in mind. The disconnect with learning lessons, in a significant number of instances, is that the learner does not recognize the bigger perspective. The best way to do this is to always tell the learner how the lesson matters in relation to the bigger scale of things.

For example a 1% reduction in defect might be small, but if there are thousands of workers doing this it would be a total turnaround - extremely significant to the company.​

4. Let Them Do Something

It has been said time and again that practice makes perfect. But how do help our learners apply ideas?

Studies show that people/learners will not show the big projects as assignments during learning events,  but would do the small incremental ones.​

The SRIA Model of the Story-Based Design is a helpful tool for different types of learners.

SRIA™ Summary:
Set up - Why do I need to know this?
Relate - What exactly is this?
Interpret - What if I do it this way?
Apply - How can I use this in my life?

5. Allow Reflection

​Why is there a need to stop and allow our learners to reflect?
  • This provides meaning to the process one is engaged in.
  • You actually learn more when you reflect on what has been learned.
  • It automatically creates a story out of your own experience which your brain easily understands.

… allow silence
… allow a break
… allow the sharing of reflections
… allow the change their learning from new reflections

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Monday, January 22, 2018

Pixar in a Box: Lessons on Storytelling - Tip #166

“Monsters, Inc.” is a Pixar animated movie that features monsters going to work scaring kids for a living. At least, that’s how director Pete Docter pitched it originally. And, although people who first heard the idea laughed and thought it funny, the people he pitched the story to got “bored and restless.”

“They don’t understand what this movie is about!,” Docter shares in Pixar in a Box’s Introduction to Storytelling video.

Why did the film people react this way?

The Missing Piece

Docter’s initial pitch lacked a key element: The story needed a piece of himself.

“What you’re trying to do really when you tell a story is to get the audience to have the same feeling.” Since the pitch had no emotional anchor for Docter, he had a hard time eliciting an emotional reaction from his audience.

A New York University piece about storytelling in teaching and learning argues that stories give meaning to disparate information--something I’ve been talking about in the blog over and over for so long.

Here are just some of the ways stories can give meaning to elearning content:
Tell Your Story

So, what was “Monsters, Inc.” about? It was about a man becoming a father--exactly what was happening to Docter at the time. That pitch worked!

“The power of a story is that it has an ability to connect with people on an emotional level. You hear this advice all the time: Write what you know as a kid. … What that actually means is ... put something into it that talks about your own life. … Something from your own life will make that story come alive.”

What’s your story? Share a piece of yourself with learners so they can tell their own stories. That’s what Pixar did and continues to do and it’s working! The company is worth billions for one reason: “People who work at the studio direct all of their creative energy toward crafting the best stories possible.”


Pixar in a Box’s Introduction to Storytelling video
Storytelling in Teaching and Learning
Tip #17 - Converting Obscure eLearning Content into Usefulness
Tip #118 - Content That Lives Within a Story Lasts Forever
Tip #121 - Stories of Real-Life Fiascos and Blunders Motivate Learners
The creative minds at Pixar break down what makes their movies so successful

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Thursday, January 11, 2018

Why Avoid Comparing Microlearning with Instructional Design - Tip #165

Elon Musk, CEO of SpaceX and Tesla, explains why many good ideas never become successful ventures (paraphrased):

“When we assess an idea, we need to see if the core concept works and has potential to provide solutions and new opportunities. What we often do, however, is compare the new idea immediately to current-day conventions -- to what we know and do today, today’s standards -- that kills the idea even before it shows its true promise.”

Microlearning is undergoing a similar comparison and evaluation today. Most literature on Microlearning compares it to “Recreated World” conditions. Its value is evaluated based on what we know and do today - the principles of traditional instructional design which is rooted in the “Recreated World.”

With the "Recreated World" model, it’s easy for many learning professionals to think of Microlearning simply as “small content” and “chunked content,” delivered in spurts. The main criteria here is the small size of the content. Most think of Microlearning as content.

Our definition of Microlearning (low effort, easy, fast, quick to apply and *useful) does not fall into the patterns of traditional instructional design. In many cases, there is a conflict of understanding and application with traditional instructional design and Microlearning.

These types of comments tell us that a person has compared Microlearning with traditional design standards:
  • “How do you know they are learning?”
  • “Learners will miss a lot of information.”
  • “They need to pass a test to show retention.”
  • “Who should say what is the correct micro content to learn?”
  • "Where is the change in behavior?"

By shifting the focus of Microlearning initiatives from recreated worlds to the real world, we can begin to explore the opportunities that Microlearning principles provide.  When we do this, we will change the playing field and do justice to the true applications of Microlearning.

With this shift of focus towards the real world, Microlearning will yield these disruptive results:
  • Lower content development costs
  • Faster answers and solutions
  • Higher usefulness of content and solutions
  • Easier to launch and maintain
  • Higher levels of experience-based learning


Vance, A. (2017) Elon Musk: Tesla, SpaceX and a Quest for Fantastic Future
Jimenez, R. Old Instructional Design Does Not Work in Microlearning
*We added usefulness to the definition of Theo Hug on Microlearning

Related Tips

Tip #124 - Are Instructional Designers Incapable of Microlearning Design?
Tip #127 - 3 Strategies for Sure-Fire Microlearning Success
Tip #135 - Learning by SNIFFING: Are Learners Really Distracted or Are They Learning Differently?

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Tuesday, January 9, 2018

Vortex of the Workplace and Microlearning Fix - Tip #164

In the 1997 disaster adventure film, Twister, Helen Hunt and Bill Paxton are storm-chasers researching tornadoes. They figure out a way to get the hurricane’s speed, directions, and behavior by positioning their machine inside the eye of the hurricane. Once inside, the machine pops up hundreds of small spheres with sensors inside that gather the data and sends it to the researchers for record-keeping and analysis. These spheres are about the size of a baseball. Anything bigger will not work because the size and the weight have to be just right for the spheres to fly off inside the vortex of the hurricane. These small orbs are like Microlearning units of anything – content, knowledge, solutions, software, peers, records, etc. Like the spheres, Microlearning can only work well if the size is small.

Whenever we discuss Microlearning, it must be within the context of a vortex of the workplace. The vortex in this case is not a hurricane, but an environment of rapid change, constant technological innovations, transformation of businesses, and continuous improvement of workers.

Whatever we do with Microlearning within the vortex of the workplace, we have to contend with these realities:
  • We cannot slow down
  • It is constantly moving and morphing
  • It is unpredictable
  • It is hard to measure and monitor
  • It spins and is packed with power and energy
  • It has a life of its own
This brings us to the realization that the vortex of the workplace should be approached with a versatile mindset and extremely flexible solutions. The form of solutions and knowledge changes so quickly that it is advantageous to pay attention to the application of the key core principles and beliefs rather than the format and method. Let us not to equate Microlearning as merely one form of method or approach. For example, many practitioners think of Microlearning as just a small video. Creating videos is one form and method of encapsulating content. A PDF, text message, or just one image can still be Microlearning as long as it can provide what’s needed right now or solve an issue. How and where Microlearning is used must be tested against a standard of usefulness.

The core benefits of Microlearning - low effort, easy, fast and immediately applied - is best appreciated when viewed in the context of the vortex of the workplace.

Related Tips

Tip #67 - How to Add Depth to Micro-Ideas
Tip #129 - Why Does Microlearning Mean Better Learning?
Tip #143 - The Bumblebee Effect: How Digital Learners Interact with Information

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Tuesday, January 2, 2018

Ray’s Top Blogs on Microlearning - Tip #163

Here are Ray’s top blog-tips to jumpstart your 2018 Microlearning goals and forward steps.

Expertise: Why the Odds are Stacked Against Novices - Tip #93
We all have some level of expertise knowledge. However, we have to constantly test it and subject it to other unknowns.  In so doing, the value of our contributions are applied by others with the accompanying unknowns.

Breaking 10 Training Rules Using Microlearning - Tip #105
Rule-breaking is important and necessary to change things that have ceased to work. In the training world, however, it appears safer and far easier to continue following the old rules, even if conditions have changed and their value have diminished.

How Microlearning Boosts “At the Moment Performance” - Tip #114
Everyone in one way or the other,  does "at the moment performance" everyday. The goal of leaders, managers, and learning professionals is to help workers achieve optimal "at the moment performance."

Micro-Instant Learning - Tip #123
Instant learning suggests a sense of immediacy and urgency. It means understanding on-demand information and developing skills to perform a specific task precisely at the moment of need.

Learning by SNIFFING: Are Learners Really Distracted or Are They Learning Differently? - Tip #135
Formal learning design and delivery has its own place. However, the assumption that learners ought to pay attention to or focus on learning content contradicts what is referred to as “sniffing” and “foraging.”

How Microlearning Impacts Coaching and Behavior Change - Tip #149
Learners usually decide they want to change behaviors, not because of the content or learning materials, but because they see it as a necessity to be effective in doing their work. It is possible because the worker has the answers from experience, other people and bosses, and access to content.

Microlearning is The "It's-Always-There" Solution - Tip #157
“It’s-always-there” behaviour tells us that Microlearning FORMs are accepted and that VALUE is ubiquitous and normal and usual things we go to, for answers.

What Happens If There Is a Chip On Your Windshield? Cases of Microlearning Impacts - Tip #158
Monitoring the impacts and contributions of Microlearning is like figuring out how fast you are falling while you are actually falling from the sky. Moments of impact might be more valuable to Microlearning impacts.

Microlearning Leapfrogging - How to Succeed Against All Odds - Tip #160
Leapfrogging means vaulting from traditional, basic classroom learning into the rapid and instant Microlearning approach. It means focusing on the desired results which are doable within the means of the organization, at the speed that they want to achieve it. This is not about selecting, implementing and learning the right tools.

Going Beyond the Microlearning Fad Effect - Tip #161
Microlearning works best in the real world. The “Real World” involves doing work in a live actual work environment. In this state, workers take needed actions to complete tasks, solve problems and improve results.

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Wednesday, December 27, 2017

How to Create Context-Setting Learning Objectives - Tip #162

We are inundated by the constant and steady bombardment of information from just about any form of media available - on a daily basis. So how do we help learners focus on usefulness and context of the content and to design and deliver training and eLearning programs to resist the tendency to dump content? How do let go of the need to know everything?

According to Dr. Daniel Levitin, PhD, author of the bestselling book This is Your Brain On Music, we process 34 gigabytes of information during our leisure time alone and we would have created a world with 300 exabytes of human made information. Information overload is a growing concern and it has been discovered that the human mind can only take so much information at a given time. It needs time to digest.

A Massive Problem for Corporations, Classrooms
and eLearning Lessons

Organizations are unaware that they are actually paying a high premium for information inundation. "Corporations are failing to help staff cope with the technological barrage, daily meetings and constant connection, leading to rising levels of stress and psychological illness and costing billions in lost productivity," says Sarah O'Carroll in her article "How email deluge makes frustrated workers go postal" published by Herald Sun Melbourne Edition.

Yes, the overload problem is real and manifests in elearning, classroom training and other forms of learning. The challenge for eLearning designers and leaders to engage users without overwhelming them with dumped content is a reality.

Solutions for Learners and Companies

Paul Hemp in his article "Death by Information Overload" published by Harvard Business Review, suggested some solutions to the problem: changing corporate cultures, providing better tools, learning to use tools to filter and focus. The most important and maybe the most critical is a change in our belief system or attitude. Jerry Michalski, an independent consultant on the use of social media nailed it, "You have to be Zen-like... You have to let go of the need to know everything completely."

In training we are focused on production and efficiency of delivering content, not on its usefulness. Its consequence is the slowing down of the usage of content particularly apparent in the overload problems.

Context is the True King, Not Content

With the avalanche of information, the current challenge is not the lack of content, but the insufficiency of context. 
The need to refocus learning objectives based on the needs of learners becomes apparent. Instead of writing content from the context of the designer, write it as a "Set Up" so learners can instantly see their usefulness in real-life context. This is the essence of using Story-based Learning Objectives.

In designing content, start by asking learners what is important to them and why. How do story questions help make this work? This encourages learners to bring forth their own stories. The learners must be helped with your questions so they can focus on what they consider useful.

Here are some story-based questions aimed to help learners find out the usefulness in a content:
  • What problems will you solve if you find the answer?
  • What is important to you?
  • What are you trying to solve?
  • What do you know NOW about this topic?
  • What do you want to know about this topic?
  • How will you go about learning more about this topic?
  • How do others feel and what do they say about this topic?
  • How does the above change your understanding of what it is that you want?
Context-Setting Learning Objectives

How do we operationalize using learning objectives to aid learners to discover the usefulness of content and finding context instantly? Let's call this Story-Based Learning Objectives.

Preview the two examples below.

Example 1 - Probing Questions

Example 2 - Confidential Documents 

What is the difference between Static Learning Objectives and Story-Based Learning Objectives? Static learning objectives are statements of facts or academic learning goals. This is an example of what we dump during learning lessons. 

Learners are expected to appreciate and learn academic goals. However by the sheer nature of being a static fact, it is difficult to find meaning in it, hence, making it tough to learn.

Story-Based Learning Objectives, on the other hand, are context driven. They quickly bring the content into a contextual form. They help the learners visualize the value of the context in real-life context. 

Reflect on these questions when preparing  Story-Based Learning Objectives.
  • Do we engage the learner when we use it to focus on usefulness and context?
  • Do we relieve them of unnecessary stress?
  • Do we hasten his/her understanding of the content?
  • Do we make it easier for the learner to apply the ideas presented within the content?
The "Set Up Steps" of Story-Based Learning Design helps you to convert your content into highly contextually-focused learning objectives.


Story-Based Learning Objectives  support learners in their quest to understanding the the context of lessons, helping them to focus on what is useful and apply the ideas  presented within the content.

I'd love to hear from you! Share your thoughts in the comments section. 


Ray Jimenez, PhD. Story Impacts Learning and Performance: Monogatari Press. March 5, 2013

John Gantz, Angele Boyd, and Seana Dowling: Cutting the Clutter: Tackling Information Overload at the Source
Annual Reviews: The Role of the Critical Review Article in Alleviating Information Overload

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"