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How can we get our students attention?

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How can we ensure we make it relevant for the students and in relation to the course?

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How can we build the students confidence and our own confidence in our content

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How can we ensure the students get the satisfaction of learning in every lesson?

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What are our goals and overall objectives? Who are our learners and what existing knowledge and skills do they have?

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How are we going to deliver the course? What instructional methods, activities, subject matter knowledge, lesson outlines, and media will we use in the course?

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Now we need to develop the content and learning interactions outlined in the design phase.

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Now we need to deliver the content and materials either online or Face-to-face.

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How will we measure the success of the delivery and materials? Have the students achieved the learning outcomes?

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Stimulate students with novelty, uncertainty and surprise. Get their attention.

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Describe the required performance and the criteria for standard performance.

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Ask questions about previous experiences or concepts.

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Present multiple versions of the same content, e.g., video, demonstration, lecture, podcast, group work. Use a variety of media to address different learning preferences and provide examples

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Provide instructional support as needed. Use examples and non-examples.

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Ask deep-learning questions, make reference to what students already know or have students collaborate with their peers. Ask students to elaborate or explain details and provide more complexity to their responses.

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Provide immediate feedback of students’ performance to assess and facilitate learning.

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Test to see if the expected learning outcomes have been achieved - pre and post tests, embed questions throughout instruction through oral questioning and/or quizzes.

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Use various methods to help learners internalize new knowledge include e.g. paraphrase content, use metaphors, give examples, create concept maps or outlines.

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Ensuring access and motivation, build confidence in using the technology.

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Encourage participation, online forums and chatrooms, icebreakers and introductions.

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Facilitate structured activities, encourage discussions, assign roles and responsibilities

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Provide more open activities, facilitate the learning process by posing questions for the group to consider. Encourage group members to question theory and practice e.g. links (or lack of connection) between theory and work-based practice.

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Encourage group members to lead discussions and support individual 'risk'. Encourage group members to transfer their skills to other areas of their work. Encourage reflection on different learning processes (individual and group) to aid understanding