Course Design Formula: How to Teach Anything to Anyone Online

Ask yourself: What will my course participants be able to do after completing my course that they can’t do now?

Verbal information. Attitudes. Cognitive strategies. Intellectual skills. Motor skills.

start at the whole-course level by determining the exact transformation you want your course to deliver.

It can be harder than it seems to answer that question. If you’d like some structured guidance to help you brainstorm your answer, I’ve created a free course-planning journal you can access on my website (see “Next Steps”).

Gagné’s five domains of learning.

Everything they need means: the prior knowledge necessary to allow the new information to be processed and stored in long-term memory.

How do you identify the prior knowledge your learners must have to ensure they are ready to understand, absorb and benefit from what you are about to teach them?

But presenting the lesson material is actually only one of the nine phases of instruction.

Guided practice is where you have the opportunity to make your instruction really pop. How? You can increase student engagement with the learning task (germane cognitive load) by moving up the levels of Bloom’s taxonomy.

Event 3: Help Learners Focus on Their Prior Relevant Knowledge Someone once said that if a job is really hard, somewhere there is a tool that will make it really easy. Having the right prior knowledge is the single most important determinant of how easily and well someone will be able to learn something new. When the hard job is learning something