Many in our field work with Subject Matter Experts (SMEs) who aren’t familiar with the body of knowledge known as learning science. Yet these same people are often responsible for providing us with course content and may be decision-makers when it comes to course design. That’s why I wrote these seven rules of learning for SMEs.
As our understanding of learning evolves, there are certain principles we take for granted that a SME may not ever think about. Here is a list I created for a client to teach SMEs a few basics about instruction and learning as they design their lessons. I think these are seven golden rules that our industry can more or less agree on by now.
You can download the list using the links at the end of the article and feel free to offer this list to a SME.
Rule 1: People learn by doing.
Provide opportunities to apply new knowledge and skills by practicing in a realistic setting. Realistic settings may include simulations or problem-based scenarios. Activities involving thoughtful responses, reflection, decision-making, and problem-solving encourage active learning and promote higher order thinking.
Rule 2: Learning is social.
Create ways for participants to learn from each other, interact, discuss, and exchange ideas. Encourage them to join relevant social networks to learn from diverse practitioners. Promote the development of a personal learning environment that will keep participants connected and up-to-date. Relevant social interaction deepens learning.
Rule 3. People remember stories.
To make learning stick, tell relevant stories, present case studies, and show examples. Talk about your own mistakes and your own successes. Allow participants to respond to stories and case studies. Let them exchange stories with each other. See Why You Need to Use Storytelling in Learning.
Rule 4. Small bits of learning are most effective.
Our brains have a limited capacity to perceive and process information. Breaking your content into small learning snacks or microlearning will enhance comprehension and retention of knowledge and skills. For example, keep videos, lectures, and tutorials brief.
Rule 5. Learning is strengthened within a strong and caring community.
Learning has a significant emotional component that is often ignored. Take the time to build a cohesive and safe community where participants will feel free to share, interact, and work together. Manage the group to ensure all participants treat others equally and respectfully. Listen to Applying Social Learning Theory to Learning Design or download the transcript.
Rule 6. Learners need intelligent feedback.
Learners require feedback to reinforce that they are on the right path, correct misunderstandings, and validate their unique perspectives. In the virtual classroom, respond to individual and group assignments and remain active in discussion forums, yet avoid giving participants the answers. When designing eLearning, provide context-sensitive feedback that presents information in a new way for remediation. See Alternatives to Correct and Incorrect.
Rule 7. Learning takes more than one intervention.
People will not develop a new skill from one lecture or one reading. Learning is an ongoing and time-intensive process. Revisit previous lessons and provide many opportunities to practice new skills. Identify how you can create a blended approach to learning that incorporates various mediums and intermittent learning events. See How Much Do People Forget?
Download This List
Hold on to these rules of learning for SMEs and distribute them as needed. One list includes the resource links in this article and one list is without links.
- Download 7 Golden Rules of Learning (PDF Format)
- Download 7 Golden Rules of Learning with Resource Links (PDF format)
Hi Jason,
I love hearing how you apply these rules in the classroom. In answer to your question about microlessons, I was writing the 7 golden rules for adult learners, but I also see how they can apply to the K-12 classroom. I don’t have any research to back up this answer, so please take it as one person’s opinion. I would think that microlessons should be brief, no matter what age. Perhaps as a person matures, he or she can handle a bigger or more complex concept, which would involve a longer microlesson than what a child would get. But the purpose would be to accommodate the fact that people are busy, that chunking information is the best way to learn because we can only process 3-4 bits of information at one time, and because spaced repetition has been shown to work. I hope that helps.
Best,
Connie
I really like your “7 Golden Rules of Learning”. I am currently working on a Master’s Degree in Classroom Education and teach Mathematics in grades 7 – 12. I really believe that these rules are extremely relevant in today’s classrooms. I try to push students to higher order thinking skills on an almost daily basis (rule 1). I also believe that it takes time to and practice for students to truly understand concepts (rule 7). We spend a great deal of time spiraling skills. I am also in the process of creating a library of lessons. Eventually it is possible I will try a Flipped Classroom approach. The rules that I think are the best are numbers three and five. I teach in a small community where I was born and raised. I constantly tell stories about my family and my experiences because the students can relate to who and what I am talking about. To me, the most important thing is building relationships. Students know that I truly care and that allows them to feel more comfortable asking questions. I also like that in rule #6 you said that you said give them feedback, yet don’t give them answers.
I do have a question about the micro-lessons. As the students get older, do the micro-lessons increase in length, or the amount of material in each one?
Hi Ryan,
I haven’t read any research on the best length of a microlearning segment. I personally think of it as a few minutes to ten minutes. My reasoning is that years ago, there was research floating around that 20 minutes was a good length for a lesson or teaching unit and that people tend to remember the beginning and the end in that time frame. Thus, reducing that in at least half would increase attention and retention. But I think the most important thing is to think in terms of a small meaningful chunk of information or a brief meaningful activity, rather than to get too hung up on the clock. This is just my opinion and I hope others respond. Thanks for the question.
Connie
Thanks Connie.
Are there any suggestions as to the length of time the learner should spend on a pice of micro-learning?
This is a good question and most of my experience is with adults. That said, some things that come to mind are: 1) Ask them to think of discussion questions they could ask each other about a controversial issue, 2) Organize them into small groups with a leader and an open ended question, listen to their discussions and see what flows naturally as they speak so that you learn how they think, 3) Ask them how they would explain a controversial topic to someone from another planet, 4) Ask them what they argue about most with their parents and set up debate teams to take each side, and 5) See if you can gamify it, where groups have to come up with good points (critical thinking) to an issue and they are scored by their peers. I hope this helps. Maybe it will spur ideas from others!
Connie
Hi Connie,
I am a student working on a master’s in instructional design. By day, I am a middle school teacher. One of the struggles I have with my students is related to Rule #1. I often use blogging to get engagement with a site called Edmodo. The struggle is no matter how I word the question, there seems to be a desire to simply answer a question rather than engage a thought provoking learning experience. Thereby, reinforcing basic level thinking. Even as I probe for higher levels, I sense their level of frustration then disconnection.
What I like as an alternative is rule #2 (peer engagement). In the future I will allow them to create an academic atmosphere that where the engagement comes from them, not from me. I know I can let them create topics but what are some other suggestions you would offer?
Hi Hollie,
If you are talking about a virtual classroom, the Flipped Classroom, seems to be getting high marks. In this approach, as you probably know, participants initially have contact with the subject matter on their own, by watching a short online lecture or reading a journal article, etc. Then they use class time to solve problems, discuss issues and hear other perspectives. I think this works for so many reasons. It makes the learning personal and it allows each person to relate to the knowledge or skill in a way that is meaningful to their own life experience. Also, people learn so much from each other, this approach facilitates social learning.
Best,
Connie
Hi Pam,
The whole idea of learning styles has become controversial ever since it was reported that there is no research evidence for it. But perhaps individuals have preferences in how they would like to learn. It seems as though a blended approach may help you meet the needs of different preferences. Also, collaborating with a range of audience members during design and development can help make a course best meet the needs of the audience.
Connie
The seven Golden rules of Learning- raises some interesting points for me. I have been teaching in the classroom for fifteen years and applying these ground rules. Now moving across to a blended learning model I question how I will accommodate the individual learning styles to best support the student. Hence my reason for enrolling in bonline.
Pam
I really enjoyed y our 7 Golden Rules Of Learning. While there are many theories and ideas on how we learn, from an Instructional Design prospective, I would definitely focus on designing content in a way that learners can relate and build upon previous lessons. In your blended approach do you think a large portion of the mediums used should be for in class, or do you find validity to incorporate out of “class” mediums like chat rooms, facebook groups, and edmodo type resources?
Awww, thank you, Jeanine!
Connie
Thanks, Megan. Glad it resonates with you.
Connie
Thanks, Matt. Glad it worked for you.
Connie
Hi Lisa,
I have wondered about those same questions. Even though I work in adult learning, I know what you are talking about. I’m sure it’s very frustrating as a teacher. To me, education is what changes lives, so it’s tough to see when parents don’t care. I have no easy answers.
Connie
I completely agree with all of your 7 golden rules for learning. I do incorporate all of them into my classroom. However, how can teachers help students who get little or no support from their parents at home? There is only so much I can do in the one-hour block of class time that I have these children each day. I have taught organizational skills, test-taking skills, the Reading skills, and any other skill I possibly can, but, at the end of the day, without practice and additional support at home, these skills are forgotten. As a parent, I can not imagine not helping my children with homework or even asking if they have homework. Some students do absolutely no homework which is clear that the question “Are you done your homework?” is never uttered to them after they leave my building. The information needs to be reinforced at home as well as in school. How can we make parents accountable for their child’s progress in school? We certainly hold teachers accountable, no questions asked. But, the teachers can’t do it all!
Hi Connie,
I really enjoyed reading your post. This is the first time that I’ve been to this blog, but each one of the 7 golden rules really resonated with me. Thanks for the information!
Matt
this is great. thanks connie!!
Connie,
Thank you for your fabulous newsletter with the three great articles (Supercharge your Writing for ID; 7 golden rules; & 10 Brain facts)! You always provide us with fun, easy-to-use and relatable information.
Thanks!