IDs Use Standards: Ensures Context Sensitivity

Standards are the measures that IDs use when determining whether they will sign-off on a learning solution they have created, or not – whether their name goes on the final product.

The competent instructional designer/developer (ID) ensures context sensitivity.

Little things can be jarring; they jangle the nerves and create distractions.  Little things out of context can become blow up disproportionately to become flaming issues.  

P-20 education and workplace (adult education) often come to loggerheads over terms simply because their contexts and expectations based on context differ.  One of the highly touted differences between childhood education (pedagogy) and adult education (andragogy) is the undeniable fact that adults bring years of experience.  

(Side note: having worked with special needs children and children of abuse and poverty, I content that children bring significant experience to their learning, especially their P-20 learning as well... experience is the essential difference according to experts.)  

Creating learning without considering the learner’s previous experience is futile at best.  This may be the reason that so many courses spend the first twenty-to-thirty percent of the course defining and building common experience bases.  During this time early in the course, the instructor and learners get acquainted, learn about each other’s jobs and roles and experiences, discover the course goals compared to the learner’s goals, and map out the course’s structure.  Along the way, they discover whether there are potential barriers such as language, technology, physical environment, or just a mis-match between learner and course intent. 

Why spend that much precious time setting context?  Because, context is important.  In fact, learning will not occur until the learner sees a need for it (also see; The Teachable Moment).   When learners have context, they learn. When context is missing, they struggle.

For a moment, consider the impact of requiring a course with 25%-30% of it’s content focused on US laws, regulations or code.  Contextually, this is important for learners within the United States.  However, does it work in Puerto Rico, China, Australia, Canada, India, Greece, Switzerland, or Sweden?  Language differences aside, the issue of laws, regulations and codes needs to addressed in order for the rest of learning to be effective outside the US. This an essential context issue. 

Now, consider the impact of words.  The US government has enacted the Plain Language Act [http://www.plainlanguage.gov/] requiring government agencies to write in ways that avoid confusion.   They are improving, but the task is monumental.   Very few courses start out by defining the reading level.  Even fewer courses intentionally choice a ‘voice’ for their course.  Yet, both reading level and voice can impact learners’ ability to learn. 

Case Study #1: Fun and Games

Once upon a time many decades ago, (before web-based everything) our intrepid instructional designer had the opportunity to work on a CD-based learning game.  The project team included a skilled technical writer.   This writer started his participation in the project by asking what we (the project team) wanted our learner/player to hear in their head when they played.  It took the team awhile to work it through.  Eventually, it was clear.  We wanted to game to come across as “fun”, even though it was teaching highly technical terms.   The writer re-worked every sentence in the games material to echo that “fun” idea.  What magic did he employ?  I’m still not sure.  Technical writers are valuable members of instructional design teams, because they bring an impartial eye to context and the language of that context.

Case Study #1: Developmental Delayed Hispanic Young Adults

In another time and place, an instructional designer was asked to build a computer skills lab for developmentally delayed young adults (17-21) whose primary language was Spanish, but did speak some English and needed to build technology-specific language in both Spanish and English.  They needed to be able to access computers to write emails and text messages, visit websites such as sports and hobbies, and they need to be able to computer play games.  They needed to be able to talk with their peers and co-workers about using computers.  The course designed a very repeatable lab which each learner could do multiple times to strengthen his or her skills (keyboard, mouse, and language skills).  The lab provided them with many different job aids on binder-ring.  Each index card for the ring had a term in both English and Spanish, a short explanation (under 10 words) in both English and Spanish, and a picture of the computer part or term.  For this learning, the context was concrete and factual.  The learners loved it and loved having job aids that they could share.  The shareable nature of the cards provided context for them across learning, work, and home.

Definition of a Standard – Ensure Context Sensitivity

Consider the definition and performances listed for The Institute for Performance Improvement (TIfPI’s) standard Ensures Context Sensitivity.

Definition: considers the conditions and circumstances that are relevant to the learning content, event, process, and outcomes.

Performances that demonstrate this standard:

• Creates solutions that acknowledge:
§  Culture
§  Prior experience
§  Relationships to work
§  Variability in content
• Verifies that materials reflect the capabilities of audience (e.g., readability, language localization, plain language, global English, physical capabilities, technology limitations, etc.).
• Maps to other learning opportunities
• Aligns content with learning objectives and desired outcomes

Individuals applying for learning solution certifications with marks and badges will be asked to describe ways in which he or she accomplished at least 3:4 performances (required) one of which must be:

• Creates solutions that acknowledge:
§  Culture
§  Prior experience
§  Relationships to work
§  Variability in content

Can you see yourself doing these performances?  Can you see yourself doing at least the three of the four required performances with every learning solution?  

Can you see other IDs doing these performances, perhaps differently, but still doing them?  If so, you need to consider applying for a learning solutions development credential.  Get the ID CertificationHandbook and visit www.tifpi.org for more information.

Want a list of all nine IDstandards?   

Would you like to know about the study -- a practice analysis -- that TIfPI Practice Leaders did to generate and validate nine standards, including Elicits Performance Practice?   Would you like a copy of the infographic with standards and learning solution certification types?   

Teachable Moment

Remember back to the last time you realized that you were lacking a specific skill. Perhaps you were tackling a software… or a career skill important for your job… or a life-skill like cooking or home maintenance… or a hobby-skill. When someone realizes that they need to learn something, a teachable moment has occurred.

There are several essential elements to this moment:

1. The learner (you/me/anyone) has received feedback that creates an ah-ha moment when it is clear that something key is missing.
2. For the moment to be a teachable moment, the gap must be clear.
3. Resources are available to allow the learner to move forward.

Let’s look at that again.

Feedback is important. Without feedback there is no information that says to the learner “you need to change.” Without a need to change, there is no motivation to learn. The more important the desired change, the greater the personal motivation to “learn.”

Either the feedback itself or the learner’s reflection on that feedback must lead to a clear picture of the gap and what is needed in order to cross that gap. That is learners need to see clearly their current skill level as well as seeing the desired skill level. Skills gaps that appear to be attainable are more motivating than those that appear unattainable. However, some individuals are very motivated by the apparently unattainable, while others are very de-motivated by even the smallest degree of challenge in that skills gap.

Between feedback and awareness of need come a cascade of emotions. For many, any awareness that they are less than perfect feels punitive – is hurtful or creates a sense of losing face or losing authority. At times, the specific skill gap involved brings up deep seated feelings of pain. Individuals who say that they “love to learn” often embrace the feeling of having a void and dig deep for the feeling of success derived from previous teachable moments and learning actions. Dealing with the feelings may need to be part of the learning involved.

This is when resources come into play. Resources can help learners organize the steps to learning, making the learning more attainable. Resources can run a wide range of options; they might include another person (a teacher), a job aid (step-by-step guides, process charts, checklists, etc.), or just a library of possible options. Without resources, there is no “teach” in the teachable. Resources are the source of the information about successfully bridging the skill gap.

And, resources may be the feedback that drives out the need for the next level of change. Around we go to more learning.
Now try identifying three or four times when you experienced a teachable moment as the learner. Can you identify what caused the ah-ha moment (the feedback), what you felt during that cascade of emotions that came with the ah-ha, and the resources that gave you courage to cross the gap to learn?

Can you identify one time when the resources you needed were not available? What happened when you were aware of a need but could not act on it? How did you feel? What action (or inaction) did you take?

Now try it from the other side. Identify three or four times when you were the present at someone else’s teachable moment. You might have provided the feedback that caused them to realize that they had a gap or you might have provided some of the resources or both. What actions or behaviors told you that this person had just moved from unmotivated to learn to very motivated to learn?

Watch for teachable moments. They happen to all of us regardless of age, gender, race, religion, ability/disability, job title, wealth, or any other classification we could invent. Teachable moments are part of our humanity.