THE STARTING POINT
Questions for designing learning journeys that link concepts, practice, feedback and assessment.
Begin with something a learner can do.
Describe the practical activity the learner should be able to complete. Use this to decide which concepts, examples and exercises belong in the learning journey. Keep the audience’s starting knowledge visible so the same material is not assumed to suit every learner.
Make practice part of the journey.
Place opportunities to apply a concept close to the explanation. A practice task can reveal questions that a lesson alone does not answer. Scope the resources, instructions and support needed to complete the activity, including what a learner should do when they get stuck.
Give feedback a clear purpose.
Feedback should help a learner understand the next action: revise an approach, revisit a concept or try a different example. Agree how feedback is created, who can review it and how learners will use it. Avoid treating a completion marker as the only view of progress.
Connect assessment to the goal.
Review whether the assessment actually checks the intended activity. Define the criteria before marking submissions. Consider access, time and the support different learners may need. Document how results are interpreted so educators and learners share the same expectations.
TAKE THE NEXT STEP
Your discovery checklist
- What should a learner be able to do?
- Where will they practice it?
- What feedback helps them improve?
- How will the intended activity be assessed?