3. PEDAGOGY FIRST,
TECHNOLOGY LATER
First think about what the students need to learn
i.e. focus on learning. Then think about how it
is
best for them to learn it i.e. decide how to
best
harness technology to deliver that
4. PEDAGOGY FIRST,
TECHNOLOGY LATER
First think about what the students need to learn
i.e. focus on learning. Then think about how it
is
best for them to learn it i.e. decide how to
best
harness technology to deliver that
Learning & resultant performance is the
primary
5. PEDAGOGY FIRST,
TECHNOLOGY LATER
KEY TAKEAWAY
Technology is just a means to an end.
The desired end is learning & resultant performance.
Technology can’t replace learning , only augment &
support it
7. ALWAYS TIE TO
PERFORMANCE OUTCOMES
Learning content must be targeted correctly
8. ALWAYS TIE TO
PERFORMANCE OUTCOMES
Learning content must be targeted correctly
It is important to know about your learners, their
goals and their problems
9. ALWAYS TIE TO
PERFORMANCE OUTCOMES
Learning content must be targeted correctly
It is important to know about your learners, their
goals and their problems
Focusing right ensures that the learners understand
well, the learning is retained longer and
improves
performance & problem-solving
10. ALWAYS TIE TO
PERFORMANCE OUTCOMES
KEY TAKEAWAY
Focus on the learner’s problems & learning
objectives to ensure that the learning helps deliver the
required performance outcomes
12. USE SMALL & SMALLER
LEARNING UNITS
Small learning units help the learners by :
Allowing flexibility in creating personalized
learning
13. USE SMALL & SMALLER
LEARNING UNITS
Small learning units help the learners by :
Allowing flexibility in creating personalized
learning
Helping design a custom learning experience
14. USE SMALL & SMALLER
LEARNING UNITS
Small learning units help the learners by :
Allowing flexibility in creating personalized
learning
Helping design a custom learning experience
Allowing for the right amount of content to be
delivered - not more, not less
15. USE SMALL & SMALLER
LEARNING UNITS
KEY TAKEAWAY
Smaller the learning unit,
better the possibility of personalizing the learning
as per the individual learner’s need
18. SIMPLICITY IN PRESENTATION
& CONTENT STRUCTURE
Present the idea as clearly & simply as possible
Eliminate all unnecessary detail
19. SIMPLICITY IN PRESENTATION
& CONTENT STRUCTURE
Present the idea as clearly & simply as possible
Eliminate all unnecessary detail
Learners understand the best when the learning is
delivered with simplicity
20. SIMPLICITY IN PRESENTATION
& CONTENT STRUCTURE
Present the idea as clearly & simply as possible
Eliminate all unnecessary detail
Learners understand the best when the learning is
delivered with simplicity
The structure of the content should be in the right
order & should facilitate understanding
21. SIMPLICITY IN PRESENTATION
& CONTENT STRUCTURE
KEY TAKEAWAY
The presentation and the structure of the content
should be simple & easy to understand for
learning to be effective
23. CONTEXT, CONTEXT,
CONTEXT
For the learning to be effective, put the idea into
context
24. CONTEXT, CONTEXT,
CONTEXT
For the learning to be effective, put the idea into
context
Context helps the learners quickly decipher
what
information is relevant in a given situation
25. CONTEXT, CONTEXT,
CONTEXT
For the learning to be effective, put the idea into
context
Context helps the learners quickly decipher
what
information is relevant in a given situation
Ensure that the context is maintained in throughout
the learning, during practice and assessment
26. CONTEXT, CONTEXT,
CONTEXT
For the learning to be effective, put the idea into
context
Context helps the learners quickly decipher
what
information is relevant in a given situation
Ensure that the context is maintained in throughout
the learning, during practice and assessment
Enhance by using scenarios, stories, examples,
demonstrations & case studies
27. CONTEXT, CONTEXT,
CONTEXT
KEY TAKEAWAY
Provide context relevant to the
learner’s workplace performance.
Not abstractions