Anchoring knowledge and making it applicable

It doesn't sound complicated at first: saying what needs to be done and, if necessary, doing it. This definitely applies to safety training or first aid courses, because there is no alternative to what is being taught, as it is a matter of life and death. For learning content that relies on motivation and a willingness to learn, on the other hand, there are many alternative perspectives: “I really don't have time for this ...”, “I'll just have a quick skim ...", ”no one needs it anyway ...”. Real motivation looks different. But there are solutions to boost learning motivation.

Companies invest a lot in the development and expansion of their digital learning opportunities. However, this only pays off if the learning content is prepared in such a way that it anchors knowledge, and this knowledge is then successfully implemented and applied in practice by the employees.

And this is where didactics play a decisive role. John Seely Brown, Allan Collins, and Paul Duguid dealt with the gap between learning and application in their learning theory:

„The breach between learning and use, which is captured by the folk categories ‘know what’ and ‘know how’, may well be a product of the structure and practices of our education system. Many methods of didactic education assume a separation between knowing and doing, treating knowledge as an integral, self-sufficient substance, theoretically independent of the situations in which it is learned and used …” (John Seely Brown, Allan Collins, and Paul Duguid. “Situated cognition and the culture of learning.” 1989 18.1 (1989): 32 ff.)

They are committed to integrating situational learning into knowledge transfer, i.e. linking the practical with the theoretical. And that’s where the solution is right under your nose: digital learning formats offer more opportunities for interactivity than ever before – it all depends on a successful story. Because storytelling and interactivity make learning more effective and motivating.

Storytelling enables complex content in particular to be packaged in a narrative structure that is easier to understand and remember. Stories appeal to the emotional level of the learner and create a deeper connection to the learning material. Coupled with interactivity, the learner is actively involved in the story. Interactive elements such as quizzes, simulations or decision trees encourage learners to actively engage with the material instead of passively absorbing information. This promotes critical thinking and problem-solving skills. In addition, interactive learning can be adapted to individual needs and learning styles, which increases effectiveness.

Summary:

Higher motivation: The integration of stories and interactive elements will make learning more exciting and varied.

Better understanding: Stories help to communicate abstract content in an understandable way. Interactive elements help to internalize knowledge.

Emotional connection: Through emotional involvement and active participation, what is learned is better fixed in long-term memory.

Individuality: Adaptable learning paths for different types of learners, as well as personalized content make it possible to respond individually to the learning pace and level of difficulty.

Solution-oriented thinking: Interactive formats promote critical thinking and problem-solving skills.

Independent of time and place: Digital learning formats offer a high level of flexibility in terms of time and location. This means that learning can be easily integrated into everyday life.

Seeing the big picture: Storytelling and interactive modules make it possible to put what has been learned into different contexts and promote a holistic understanding of the content.

What should you look out for in your next project? A sparring session with our experts will get the ball rolling. Make an appointment now, we look forward hearing from you!

What’s the next step?

For a personal consultation, feel free to contact me at any time.

Mirja Ng-Metzker

Client Relations Manager