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There is a specific type of learner that I always keep in mind when I am creating a course.
They have back-to-back patients and perhaps a couple of minutes until the next task needs tending to. When it's time to sign in to the training, then they glance at the intro slide, and I am sure they wonder, how long is this going to take?
If your course doesn't immediately look like it will respect their time.....you've lost them already. The module does not have to be super short, but it has to be worth it.
Particularly in healthcare, the employees aren't interested in how the training looks. They need quick, concise, and pertinent answers. They have no time for fluff! If the training kicks off with a block of text, a tacky stock photo, or a learning objective that does not resonate with them, such as "Understand the registration process"... yup, you guessed it... they're gone!
How do I design for the no-time, no-patience learner? Here is a checklist of what I have found that is actually working for me.
Ultimately, I am not designing lessons; I am designing lifelines. When someone leaves training knowing what to do, when to do it, and why it's important, that's victory for me. Particularly for that stressed-out employee who's just trying to make it through the day. A good design can be the difference between confusion and clarity. That's what gives me a sense of purpose and satisfaction with my job... that the learner didn't just take the course; they will remember it. Doing my work with intention and knowing that I have helped many understand their role and how to succeed.
Here is a great watch on microlearning for busy adults. Great tips that make sense. After watching, think about how your next module, course, or lecture could be condensed into a powerful 3-5 min lesson. We have so many individuals with short attention spans; we need to be mindful of how we can help them grasp what we are teaching with time constraints.
Hi there!
ReplyDeleteYour post is such a helpful reminder to get straight to the point and focus on what really matters for our busy learners. In my own teaching, especially working with kinders and their families, I see this all the time: people don’t have time or patience for extra “fluff,” so we have to make every part of the lesson clear and meaningful.
Your tip about thinking of lessons as lifelines really hit home. Whether it’s an overwhelmed nurse or a parent checking homework on their phone, they need straightforward, supportive content that respects their time and energy.
Thanks for sharing these strategies and the microlearning video too—it’s a great push to keep our own lessons short, focused, and actionable. Definitely going to keep this in mind as I plan my next unit!
I really like how you focus on respecting busy learners’ time—this applies to my third graders too! They have short attention spans and need lessons that get straight to the point without extra fluff. Your idea of designing “lifelines” instead of just lessons really speaks to me because I want my students to understand not just what to do, but why it matters, so it sticks with them.
ReplyDeleteUsing quick, clear, and meaningful instruction—like your microlearning approach—is exactly how I try to keep my students engaged and learning well, even with all their distractions. Your emphasis on intentional, purposeful design reminds me that good teaching is about making learning clear and useful for everyone, no matter their age or situation. Thanks for the great ideas!
This post really resonated with me, because honestly, I am that type of learner you’re trying to reach! Your checklist is incredibly helpful, especially as I think through how I design instruction. I have a tendency to “do too much” (as my students like to remind me), and I often struggle with being concise. Your tips are a great reminder to focus on clarity and intentional design. Thank you for sharing such practical strategies!
ReplyDeleteI really appreciate your comment. It’s encouraging to hear that the post spoke to you, especially as someone who designs with so much care. You’re not alone; being concise is something I’ve had to work on too. I'm glad the checklist helped support a more focused, intentional approach to design. Thanks again for being part of the conversation. Thanks for taking the time to share your thoughts!
DeleteThis article offers valuable insights for designing effective learning experiences for busy adults, especially in high-demand fields. The core message is undeniably to respect the learner's time.
ReplyDeleteI particularly appreciate the emphasis on immediately demonstrating the value and relevance of the training, cutting out all "fluff." The "designer checklist" is spot-on, highlighting the need for learners to get specifics: why they're learning something, when to use it, and what the process is. Delivering this information in 2-5 minute "chunks" is crucial to avoid extraneous details. I also found the advice to "insert micro decisions" and "rapid scenario questions" excellent for increasing engagement and prompting critical thinking. When designing training, I feel that using images and short videos is also a more effective way to explain what students need to know. Showing them what I want them to know. Additionally, I feel it is important to also provide something tangible for students to take with them, like a printable notecard or reference guide, I find that these items do helps cement understanding, Ultimately I do agree with you that when designing corporate training, the goal is to design "lifelines"—training that ensures learners remember and apply critical information - which will provide much-needed clarity in their demanding roles.
Thank you for your thoughtful response. I’m glad the emphasis on relevance and cutting the fluff resonated with you. I completely agree; using visuals, short videos, and giving learners something to take with them, like a quick reference card, can really support retention. I appreciate you sharing what’s worked well in your own experience.
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