When you’re designing a learning event, such as a workshop, seminar, or class, one of the most important components of your design is your learning tasks – the invitations for learners to do something with the content they’ve set out to learn.
When I was in 9th grade I attended an encounter group weekend designed to get us teenagers more comfortable with ourselves. The first thing we did was a “warm-up” exercise so we could “get to know each other.” What did we do? We stood in a circle and passed an orange...
Usually we’re talking about workshops or courses or change initiatives when we talk about Dialogue Education, and the fact is, for as much as Dialogue Education is about learning, its roots in Paulo Freire’s theories of “liberation education” mean it’s also about...
When designing any learning event, the Dialogue Education method demands that you develop in advance a deep understanding of who will participate, taking into account their individual experience and needs so that you can tailor the design specifically for them; any...
Too much information (TMI), or information overload, is a spot many curriculum designers find themselves in when preparing for a new workshop or course; even the most experienced person can hit TMI when he or she is taking on a new teaching topic. Sometimes...
I find that sometimes Learning Needs and Resource Assessment (LNRA) work can be limited to sending some questions to the people coming to a course/learning event. In my experience, it's helpful to see LNRA work in phases. How does this strike you? Here is a chart that...