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.

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.

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.

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.

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.

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.