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Key Ideas:
1. Learning objectives ought to include how to deal with the unexpected.
2. In experience learning, the unexpected is always part of what is currently happening.
3. There are happy incidents or the predictable, which include the steps and procedures, definitions, policies, etc.
4. On the other hand, there are also unhappy incidents or those issues that come unexpected in training or on the job.
5. Stretch the learning objectives beyond the boundaries of the known and always consider what could happen to avoid errors resulting from limited perspective.
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Key Ideas:
1. The learners are the focal point of learning but this idea is often neglected in instructional design.
2. When we deliver content, we tend to forget the fact that the structure is very restrictive to the learner. We are prescribing them what they need to learn which may not be directly applicable in actual work situations.
3. Always include the component "what could go wrong at work?".
4. Focus on what could work and what could not work, and let learners figure out ways and maneuver themselves to find the variations and deal with uncertainties at work.
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Key Ideas:
1. One of Workflow Learning objectives is to help workers to be able to interpret their work and go beyond the imposed steps and procedures and policies.
2. We want learners to reinvent their work and become better workers by being able to see the impacts of their contribution at work.
3. Workers are able to execute their work with more meaning and therefore they become better at what they do.
4. It brings positive effect to the workers themselves and the organization.
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Key Ideas:
1. There's a gap between the amount of training that we do and its impacts and application when learners do work.
2. Learning and training should not be separated from the learners' work environment. Instead they are given as whole and should be regarded together.
3. Workflow Learning is embedded in both work and learning.
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Key Ideas:
1. Workflow Learning suggests that we help the learners ask questions to nurture their observational skills.
2. It's important that we help them figure out the solutions and deliberate to get answers to problems.
3. From observation to deliberation to impacts, we create a thinking process which is inherent in workflow learning experiences.
4. Try to move away from "telling" learners what and how to do things. Instead, promote "figuring it out" and observation.
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Key Ideas:
1. Workers ask another person or a colleague at work who they think would have the answer to their queries.
2. Someone who has a most recent answer, an undocumented experience, a better judgement based on past study, or who might lead them to another person who could help are most likely the persons to whom learners direct their questions.
3. Learners asking questions within themselves is a powerful tool that should be encouraged because they are finding ways to come up with solutions in the workflow.
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Key Ideas:
1. Put the learners in a situation where they get to think of the things that matter to them.
2. We ask learners questions about our content but we don't always inquire about what matters to them.
3. We overlook the fact that the content is better if the workers are thinking and asking questions themselves.
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Key Ideas:
1. Performance support is a learning aid that provides knowledge, answers, and other references needed by the workers whenever necessary.
2. Performance support tools can be of value in Workflow Learning. But in a broader sense, Workflow Learning promotes the learners' own thinking-through process to find solutions to workplace problems.
3. Solutions can come from different sources and not limited to performance support tools.
4. These solutions that come from experience sharing, software, trial and error, are then tested through the learner's application in the actual work.
5. Workflow Learning has less to do with performance support but more with the way workers' think on the job - analyze, find answers, apply and test.
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Key Ideas:
1. Experience learning is like riding a bicycle. You learn it by actually starting to do it.
2. The act of riding the bicycle and learning how to balance, pedal, and brake is considered as building an experience.
3. When creating lessons and content, we focus on the same idea as knowing how to ride a bike - building the experience in our body and mind so that when we have learned it, the knowledge will retain.
4. We may not be able to teach all content, but we can teach how to go about the experience and reflections.
5. Help learners to tinker around or learn new things by tinkering.
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Key Ideas:
1. Learning designs are organized to have a topic, structure, objectives, exercises, assessment, etc.
2. Clear and objective instructions are given to be safe and to avoid errors
3. But in experience learning, the organized structure is turned into "messy" learning - disorderly, uncontrolled, random, and erratic.
4. Experience is built, therefore, it is organic as it happens.
5. Experiential learning is owning learning to one’s needs, capacities, conditions, and context. Therefore, there is a tremendous amount of interpretations, applications, and personalization and it is naturally messy.
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