Questions do not always have to elicit a definite response. People also learn by reflecting on what they have studied and thinking about how they will apply it, so it is a good idea to include questions that encourage the learner to do some external thinking or physical activity.
For example, you could use suggestions such as these:
- Imagine how you will use your new skills.
- How does what you have just learnt fit into the big picture of your work?
- How does what you have learnt compare to what happens in your workplace at the moment?
- If you put these new skills into practice, what effect will this have on working with your colleagues?
- Think about what you have just learnt. What implications might this have for how you go about your job?
- How does what you have just learnt fit into what you already know?
- Have a chat to your colleagues about what you have just learnt. See what ideas they have about the subject.
- Do you think you would be able to explain this to someone else? See if you can explain these principles to someone who has not gone through this training.
- You might find it useful to design yourself a simple aide memoir about this subject. Have a go at that before moving on.
As well as encouraging learning by reflection, such questions also help to reduce:
- the isolation felt by the e-learner
- any discomfort felt by inconsistencies between what they already know or do and what they are being told to do in the e-learning.
Depending on the facilities offered by your systems, you
might suggest that the learner makes a note of these things in an electronic
notepad or in their e-mail client as a ‘to do’ item, for example.
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(C) Bryan Hopkins, 2005
