Brainformative Introduction to Insight Design course review
I just took a class on Instructional Design with John. It blew my mind!! I’ve been a nurse educator for several years. Many of the things that I thought were true… that I thought would help make the content memorable so staff could be successful was false! I couldn’t believe it! The good news is that some of the things I thought weren’t possible in creating meaningful connections was also false!
I was the first one to arrive that day. Before the class even started he got me talking about learning theory and getting me to pull my current knowledge to the forefront. Frankly, I was surprised to be engaged in this way before the class started. Doing that never even crossed my mind before.
During class, we solved clever puzzles to get us thinking creatively. He kept us up and out of our seats, which made it easy to stay engaged. Little did I realize that he was using the Insight Design/ Brain-learning principles on us as he taught. Clever!
He introduced a concept map for us to jot down ideas during the class. This reminded me of a clinical reasoning web… intentionally having us make connections between what we knew and what we were learning. He did a great job using appreciative inquiry, which I used frequently in my teaching, to get the class to discover the concepts on our own. Whew, at least I was doing something right for my staff.
John’s passion for the subject and desire to assist us in maximizing our educational moments made it easy to hear about the opportunities I’d been missing.
One of the things I appreciated the most was getting to discuss with others the beliefs we held about why we taught the way we did. He let us defend our thinking and learn from each other. It was interesting to see how many of the myths we all held. It was intriguing to hear the various rationales we had…. which weren’t all wrong. I learned a lot from my colleagues that day too.
One of my pet peeves, as an educator, is when learners want to be spoon-fed. Many times, the content has already been reviewed and I feel like a broken record. I repeat information over and over, hoping that the learner has just experienced a meaningful situation to attach the new information to. I called this just-in-time learning. Or worse than being asked the same thing constantly is when a staff member doesn’t think to or know to ask the question and makes a critical error. I made it my goal to be present quickly for teaching and questions after an event to maximize the learning opportunity. This was exhausting for me and for the staff. (truly, it was probably annoying to the staff) I thought these kinds of learning opportunities couldn’t be manufactured outside of laborious case studies and time-intensive discussion groups. I’m so grateful; I was wrong!!
There are many things I have already changed about the way I share information and teach staff. Applying the principles when constructing new programs has been easy because I experienced the methodology along with exposure to the content. I know how it feels to the learner, which has assisted with choosing the right activities depending on the topic. I lived its effectiveness.
This experience… yes, I truly mean experience, wasn’t just a class where an expert spoon-fed information to me. It was a journey of discovery, connection, learning and bonding with my peers. It’s definitely one I’ll never forget!
Tiffany C Midwest Hospital System