Learning to Let the Learner Drive: Design for How People Learn - Chapter 3

Picture this: you're planning a road trip. You know the car, the passengers, and the destination. But you’re missing one crucial detail—the map. Without it, you might wander aimlessly, unsure how to reach where you need to go. This analogy mirrors the essence of Chapter 3 of Julie Dirksen's Design for How People Learn: the importance of defining clear learning goals.

In this chapter, Dirksen encourages us to approach learning design with precision, curiosity, and respect for the learner's journey. Here's a breakdown of the key lessons, presented as a story of guiding learners on their own path.

Step 1: Define the Destination—Where Are We Heading?

The first step in any learning journey is to ask, “What problem are we solving?” Imagine a learner as the driver of a car. Without a destination in mind, they’re merely idling. Dirksen highlights the need to:

• Identify the problem by asking probing questions like, “What bad thing will happen if they don’t know this?” and “What does success look like?”
• Set a clear destination by determining the gap between the learner’s current state and the desired outcome.

A common misstep is skipping this foundational work, leading to solutions that are flashy but ineffective—like giving someone GPS directions without first knowing their starting point.

Step 2: Map the Journey—Fast Roads or Scenic Routes?

Learning, like travel, comes in different paces:

• Fast skills are quick wins—akin to adding a throw pillow to a room. These are immediate, impactful changes, such as a checklist or a job aid.
• Slow skills, on the other hand, are structural changes—think renovating a house. These require time, effort, and patience.

Dirksen’s advice is clear: don’t confuse a throw pillow for a renovation. Recognize the type of learning required and design accordingly.

Step 3: Respect the Learner’s Foundation

Every learner brings their own unique “foundation,” built from their culture, personality, and experiences. Dirksen emphasizes the futility of trying to change this foundation. Instead, design should harmonize with it. For instance:

• If a learner’s environment resists certain behaviors, consider how to scaffold their learning without disrupting their core structure.

This approach respects the learner’s individuality and ensures your efforts are sustainable.

Step 4: Build Proficiency, Not Just Familiarity

Dirksen introduces frameworks like Bloom’s Taxonomy and Gloria Gery’s proficiency scales to measure learning depth. Do you want your learners to:

• Remember and understand (basic familiarity)?
• Or analyze, evaluate, and create (proficiency and mastery)?

By answering these questions, you can calibrate the learning experience to meet the right level of sophistication.

Key Takeaways: Letting Learners Take the Wheel

Dirksen wraps up with powerful reminders:

• Always ask “Why?” to uncover the root problem and ensure you’re solving the right one.
• Design objectives that mirror real-world applications—objectives learners can actually do and that you can observe.
• Recognize the pace and scope of the skills you’re teaching, aligning your design to the learner’s needs and capacity.

As learning designers, we often feel tempted to grab the wheel and steer. But the magic happens when we hand over control, providing learners with a roadmap, the right tools, and the freedom to drive their own success.

What’s your biggest takeaway from Chapter 3? Share your thoughts in the comments! Let’s keep this learning journey going. ??