By Günter Born
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Don’t make every part of the learning experience required for everybody. Just don’t. Really. This means don’t make people sit through classroom training they don’t need—make parts of the classroom experience optional or take-home. This also means that you shouldn’t lock down a menu in an e-learning environment, forcing people to go through it in order or require them to wait until the entire audio narration has played before you let them advance to the next screen. • Consider pull vs. push. Novice learners frequently don’t know what they don’t know, but experts frequently have a pretty good idea.
But we can’t say “Dummies” of course. We can’t suggest that people are dumb. I don’t think people take it that way. Regardless, we’ll have to call it something else. It’s an interesting question, right? Why would anyone buy a book for “dummies”? Clearly, people do buy them, and it’s probably not because they think they aren’t smart. 33 34 CHAPTER 2 WHO ARE YOUR LEARNERS? I’ve always argued that the whole point of the dummy/complete idiots/beginner’s books is that instead of calling you dumb, their main selling point is that they promise to NOT make you feel stupid.
HOW ARE YOUR LEARNERS DIFFERENT FROM YOU? Examples of ways to scaffold: • Reduce the complexity of the environment. Let’s say you want to teach someone about the controls in a plane cockpit, but it’s too overwhelming for a novice learner. To scaffold their learning experience, you could fade out all but a few of the key controls for the ﬁrst few scenarios, and then gradually add controls back in as the learner becomes more proﬁcient and competent. • Use walkthroughs. Have the learner go through the whole process with a simpliﬁed case.