Adult learning in practice | Design storyboard

Module title: Adult learning in practice

Lesson titles

Find the barriers in Alex’s onboarding
Choose improvements using adult learning principles
Explain one improvement to a learning experience

Module objectives

List three barriers in Alex’s onboarding plan, linking each to a relevant adult learning principle, using the reference provided.
Select an appropriate improvement for each of five workplace scenarios, using the adult learning principles and feedback provided.
Write an explanation of one improvement to a learning experience of your choice, covering the learner’s need, the relevant adult learning principle and how the change addresses that need.

Lesson 1: Find the barriers in Alex’s onboarding

Section	Visual Description & On-Screen Text	Audio Narration / On-Screen Instruction	Action	Notes for Developer
M1.S00	Visual direction: Show the course title, introduction and lesson choices. Keep the navigation menu available. On-screen text: Adult learning in practice Practise applying adult learning principles to workplace learning. Analyse Alex’s fictional onboarding plan, explore six adult learning assumptions and choose improvements across five workplace scenarios, including a conversation where your choices lead to different outcomes. Then explain one change to a learning experience of your choice, supported by an example explanation, self-check and read design worksheet. An optional redesign challenge provides tailored feedback and a summary of your choices. Designed for L&D practitioners and managers. Allow about 15-20 minutes; the optional challenge adds 3-5 minutes. You can revisit any section. START COURSE Find the barriers in Alex’s onboarding Choose improvements using adult learning principles Explain one improvement to a learning experience	Narration: Not applicable On-screen instruction: Select START COURSE or choose a lesson.	Start the course or select a lesson. Use the course menu to revisit any lesson.	Keep the fictional workplace context and optional narration clear.
M1.S01	Visual direction: Show “What you will practise” as the section heading, with its compact labelled audio player immediately beneath and matching text or activity below. Keep the player visually attached to this section. On-screen text: What you will practise Listen to “What you will practise” - narrates the section below. Listening is optional. A new starter brings valuable experience. Their induction should help them use it while learning how their new organisation works. By the end of this course, you will be able to: List three barriers in Alex’s onboarding plan, linking each to a relevant adult learning principle, using the reference provided. Select an appropriate improvement for each of five workplace scenarios, using the adult learning principles and feedback provided. Write an explanation of one improvement to a learning experience of your choice, covering the learner’s need, the relevant adult learning principle and how the change addresses that need. Continue	Narration: Welcome to Adult learning in practice. Narration is optional throughout this course. Select Play on a section’s audio player to listen. You can pause, change the playback speed, view the transcript, or continue using the written text without playing the audio. Listening is not required to continue. What you will practise. A new starter brings valuable experience. Their induction should help them use it while learning how their new organisation works. By the end of this course, you will be able to list three barriers in Alex’s onboarding plan, linking each to a relevant adult learning principle, using the reference provided; select an appropriate improvement for each of five workplace scenarios, using the adult learning principles and feedback provided; and write an explanation of one improvement to a learning experience of your choice, covering the learner’s need, the relevant adult learning principle and how the change addresses that need. On-screen instruction: Listen to “What you will practise” - narrates the section below. Listening is optional. Select Continue to reveal the next section.	Select Continue to reveal the next section.	Use Bridget through Rise. Start audio paused, keep its transcript available and allow progress without listening.
M1.S02	Visual direction: Show “Meet Alex and reflect” as the section heading, with its compact labelled audio player immediately beneath and matching text or activity below. Keep the player visually attached to this section. On-screen text: Meet Alex and reflect Listen to “Meet Alex and reflect” - narrates Alex’s introduction and the reflection below. Listening is optional. Alex is an experienced customer service professional joining a new organisation. This fictional scenario gives you an onboarding plan to review from the learner’s perspective. “I have eight years of customer service experience. I am joining a new organisation, so I need to learn its systems, standards and escalation process. I want to handle customer cases confidently, not sit through everything I already know.” Think of an induction or training session that helped you become effective at work. What made it useful? Now think of one that held you back. Keep one difference in mind as you work through Alex’s situation. You can jot it in your own notes; this course does not collect or save your reflections. Continue	Narration: Meet Alex. Alex is an experienced customer service professional joining a new organisation. This fictional scenario gives you an onboarding plan to review from the learner’s perspective. Alex says: I have eight years of customer service experience. I am joining a new organisation, so I need to learn its systems, standards and escalation process. I want to handle customer cases confidently, not sit through everything I already know. Think of an induction or training session that helped you become effective at work. What made it useful? Now think of one that held you back. Keep one difference in mind as you work through Alex’s situation. You can jot it in your own notes; this course does not collect or save your reflections. On-screen instruction: Listen to “Meet Alex and reflect” - narrates Alex’s introduction and the reflection below. Listening is optional. Select Continue to reveal the next section.	Select Continue to reveal the next section.	Use Bridget through Rise. Start audio paused, keep its transcript available and allow progress without listening. Image alternative text: Alex sits at a laptop surrounded by onboarding manuals, considering what they need to learn. Keep writing private and ungraded. The course does not collect, save or assess it.
M1.S03	Visual direction: Show “Six lenses for designing adult learning” as the section heading, with its compact labelled audio player immediately beneath and matching text or activity below. Keep the player visually attached to this section. On-screen text: Six lenses for designing adult learning Listen to “Six lenses for designing adult learning” - introduces the explanation and principles below. Listening is optional. Malcolm Knowles’ andragogy, an approach to adult learning, offers six useful assumptions for thinking about adult learners. Treat them as design lenses, rather than fixed rules about every adult. Prior experience, confidence, culture, access needs and the task can change how much guidance someone needs. Choice and support should work together. Each principle gives a practical design implication for Alex’s onboarding. Explore them in any order, then select Continue to review Alex’s plan. You can reopen this lesson from the course menu whenever you need the reference. Labels: Need to know; Self-concept; Experience; Readiness; Orientation; Motivation Continue	Narration: Six lenses for designing adult learning. Malcolm Knowles’ andragogy, an approach to adult learning, offers six useful assumptions for thinking about adult learners. Treat them as design lenses, rather than fixed rules about every adult. Prior experience, confidence, culture, access needs and the task can change how much guidance someone needs. Choice and support should work together. Explore the accordion entries in any order to see how each principle applies to Alex’s onboarding. Then select Continue to review Alex’s plan. You can reopen this lesson from the course menu whenever you need the reference. On-screen instruction: Listen to “Six lenses for designing adult learning” - introduces the explanation and principles below. Listening is optional. Expand each label to read its explanation. Select Continue to reveal the next section.	Open and revisit each explanation, then return to the same section. Select Continue to reveal the next section.	Use Bridget through Rise. Start audio paused, keep its transcript available and allow progress without listening.
M1.S03.01	Visual direction: Show the selected explanation in its reading panel. On-screen text: Need to know Explain what the learner will be able to do and why it matters. For Alex, show how the learning will help them resolve a customer enquiry and recognise when to ask for help.	Narration: Not applicable On-screen instruction: Open or revisit this explanation.	Expand “Need to know” to display this text. Close it or select another label to continue exploring.	Keep the explanation in live text. Preserve any associated audio within this marker.
M1.S03.02	Visual direction: Show the selected explanation in its reading panel. On-screen text: Self-concept Give the learner some control over how they learn, with guidance when needed. Let Alex choose which optional examples to explore, while making clear which workplace standards everyone must follow.	Narration: Not applicable On-screen instruction: Open or revisit this explanation.	Expand “Self-concept” to display this text. Close it or select another label to continue exploring.	Keep the explanation in live text. Preserve any associated audio within this marker.
M1.S03.03	Visual direction: Show the selected explanation in its reading panel. On-screen text: Experience Build on the learner’s existing knowledge and experience. Ask Alex how they handled a customer enquiry in their previous role, then compare that approach with how the new organisation handles it.	Narration: Not applicable On-screen instruction: Open or revisit this explanation.	Expand “Experience” to display this text. Close it or select another label to continue exploring.	Keep the explanation in live text. Preserve any associated audio within this marker.
M1.S03.04	Visual direction: Show the selected explanation in its reading panel. On-screen text: Readiness Introduce learning when the learner is about to need it. For Alex, this means practising how to handle a customer enquiry before starting customer work with a colleague’s support.	Narration: Not applicable On-screen instruction: Open or revisit this explanation.	Expand “Readiness” to display this text. Close it or select another label to continue exploring.	Keep the explanation in live text. Preserve any associated audio within this marker.
M1.S03.05	Visual direction: Show the selected explanation in its reading panel. On-screen text: Orientation Organise learning around tasks the learner needs to carry out. Let Alex work through a customer enquiry and learn the system features needed to resolve it, rather than memorising every menu.	Narration: Not applicable On-screen instruction: Open or revisit this explanation.	Expand “Orientation” to display this text. Close it or select another label to continue exploring.	Keep the explanation in live text. Preserve any associated audio within this marker.
M1.S03.06	Visual direction: Show the selected explanation in its reading panel. On-screen text: Motivation Connect practice to a goal the learner cares about. For Alex, this could mean feeling confident and handling customer enquiries correctly. Provide useful feedback and support, rather than relying only on a completion badge.	Narration: Not applicable On-screen instruction: Open or revisit this explanation.	Expand “Motivation” to display this text. Close it or select another label to continue exploring.	Keep the explanation in live text. Preserve any associated audio within this marker.
M1.S04	Visual direction: Show “The current induction plan” as the section heading, with its compact labelled audio player immediately beneath and matching text or activity below. Keep the player visually attached to this section. On-screen text: The current induction plan Listen to “The current induction plan” - narrates the section below. Listening is optional. Alex’s first day includes a 60-slide company presentation, a two-hour tour of every system menu and a quiz on terminology. Everyone follows the same sequence. The first opportunity to practise a customer case comes at the end of week two. Essential standards and useful reference information are mixed together. In your own notes, list three distinct barriers in this plan. For each, name a relevant adult learning principle and explain the connection in a short phrase. You can revisit the six-principle reference above. Your notes are private and are not collected or saved by this course. Write your response before opening the model examples.	Narration: The current induction plan. Alex’s first day includes a 60-slide company presentation, a two-hour tour of every system menu and a quiz on terminology. Everyone follows the same sequence. The first opportunity to practise a customer case comes at the end of week two. Essential standards and useful reference information are mixed together.. In your own notes, list three distinct barriers in this plan. For each, name a relevant adult learning principle and explain the connection in a short phrase. You can revisit the six-principle reference above.Your notes are private and are not collected or saved by this course. Write your response before opening the model examples. On-screen instruction: Listen to “The current induction plan” - narrates the section below. Listening is optional.	Read the section and continue when ready.	Use Bridget through Rise. Start audio paused, keep its transcript available and allow progress without listening. Keep writing private and ungraded. The course does not collect, save or assess it.
M1.S05	Visual direction: Show “Compare your barriers with model examples” as the section heading, with its compact labelled audio player immediately beneath and matching text or activity below. Keep the player visually attached to this section. On-screen text: Compare your barriers with model examples Listen to “Compare your barriers with model examples” - introduces the guidance and graphic below. Listening is optional. Select each marker to compare your response with a model example. These are examples, not the only acceptable answers. Check that your notes contain three different barriers and that each principle explains why the barrier matters. Revise any missing or unclear links. Labels: Menu tour before a task - Orientation; Same sequence for everyone - Experience; Delayed case practice - Readiness Continue	Narration: Select each marker to compare your response with a model example. These are examples, not the only acceptable answers. Check that your notes contain three different barriers and that each principle explains why the barrier matters. Revise any missing or unclear links. You can select Play inside each marker to hear its explanation. On-screen instruction: Listen to “Compare your barriers with model examples” - introduces the guidance and graphic below. Listening is optional. Open the marker for each label to read its explanation. Select Continue to reveal the next section.	Open and revisit each explanation, then return to the same section. Select Continue to reveal the next section.	Use Bridget through Rise. Start audio paused, keep its transcript available and allow progress without listening.
M1.S05.01	Visual direction: Show the selected explanation in its reading panel. On-screen text: Menu tour before a task - Orientation A tour of every menu organises learning around information rather than the customer problem Alex needs to solve. Introduce the relevant steps through a realistic case.	Narration: Menu tour before a task. Orientation. A tour of every menu organises learning around information rather than the customer problem Alex needs to solve. Introduce the relevant steps through a realistic case. On-screen instruction: Open or revisit this explanation.	Open the marker for “Menu tour before a task - Orientation” to display this text. Close it or select another label to continue exploring.	Keep the explanation in live text. Preserve any associated audio within this marker.
M1.S05.02	Visual direction: Show the selected explanation in its reading panel. On-screen text: Same sequence for everyone - Experience The plan provides no opportunity to find out which of Alex’s eight years of customer service experience transfers. Compare prior experience with the new requirements and target the gaps.	Narration: Same sequence for everyone. Experience. The plan provides no opportunity to find out which of Alex’s eight years of customer service experience transfers. Compare prior experience with the new requirements and target the gaps. On-screen instruction: Open or revisit this explanation.	Open the marker for “Same sequence for everyone - Experience” to display this text. Close it or select another label to continue exploring.	Keep the explanation in live text. Preserve any associated audio within this marker.
M1.S05.03	Visual direction: Show the selected explanation in its reading panel. On-screen text: Delayed case practice - Readiness Alex cannot practise the task needed for customer work until the end of week two. Readiness supports learning when it connects to an immediate work need. Earlier supported case practice would help.	Narration: Delayed case practice. Readiness. Alex cannot practise the task needed for customer work until the end of week two. Readiness supports learning when it connects to an immediate work need. Earlier supported case practice would help. On-screen instruction: Open or revisit this explanation.	Open the marker for “Delayed case practice - Readiness” to display this text. Close it or select another label to continue exploring.	Keep the explanation in live text. Preserve any associated audio within this marker.
M1.S06	Visual direction: Show “From barriers to improvements” as the section heading, with its compact labelled audio player immediately beneath and matching text or activity below. Keep the player visually attached to this section. On-screen text: From barriers to improvements Listen to “From barriers to improvements” - narrates the section below. Listening is optional. You are moving to the next lesson, Choose improvements using adult learning principles. The links you have made between barriers and principles will help you choose appropriate changes across five workplace scenarios, using feedback to refine your decisions.	Narration: From barriers to improvements. You are moving to the next lesson, Choose improvements using adult learning principles. The links you have made between barriers and principles will help you choose appropriate changes across five workplace scenarios, using feedback to refine your decisions. On-screen instruction: Listen to “From barriers to improvements” - narrates the section below. Listening is optional.	Read the section and continue when ready.	Use Bridget through Rise. Start audio paused, keep its transcript available and allow progress without listening.

Lesson 2: Choose improvements using adult learning principles

Section	Visual Description & On-Screen Text	Audio Narration / On-Screen Instruction	Action	Notes for Developer
M1.S07	Visual direction: Show “Choose improvements using adult learning principles” as the section heading, with its compact labelled audio player immediately beneath and matching text or activity below. Keep the player visually attached to this section. On-screen text: Choose improvements using adult learning principles Listen to “Choose improvements using adult learning principles” - narrates the section below. Listening is optional. You have identified barriers in Alex’s onboarding and linked them to adult learning principles. Now use those connections to choose changes that help learners do their work. In this lesson, you will select improvements across five workplace scenarios and compare Alex’s original plan with a redesign. The answer-specific feedback will help you refine your design decisions. These questions are ungraded practice: read the feedback and retry if needed. You can revisit any section or return to the principles in the previous lesson. Continue	Narration: Choose improvements using adult learning principles. You have identified barriers in Alex’s onboarding and linked them to adult learning principles. Now use those connections to choose changes that help learners do their work. In this lesson, you will select improvements across five workplace scenarios and compare Alex’s original plan with a redesign. The answer-specific feedback will help you refine your design decisions. These questions are ungraded practice: read the feedback and retry if needed. You can revisit any section or return to the principles in the previous lesson. On-screen instruction: Listen to “Choose improvements using adult learning principles” - narrates the section below. Listening is optional. Select Continue to reveal the next section.	Select Continue to reveal the next section.	Use Bridget through Rise. Start audio paused, keep its transcript available and allow progress without listening.
M1.S08	Visual direction: Show “Decision one: Make the learning useful” as the section heading, with its compact labelled audio player immediately beneath and matching text or activity below. Keep the player visually attached to this section. On-screen text: Decision one: Make the learning useful Listen to “Make the learning useful” - introduces the guidance and question below. Listening is optional. Alex’s plan delays customer-case practice until the end of week two. Think about the task Alex needs to perform and the standards that must support it. Select an answer, then read the feedback. If your choice is not appropriate, use the feedback and retry. What is the strongest first improvement to Alex’s onboarding plan? Choices: Add more animation to the system tour. Introduce a realistic customer case early, with the relevant standards and system steps available as support. Remove all organisation-specific training because Alex is experienced. SUBMIT Continue	Narration: Decision one. Make the learning useful. Alex’s plan delays customer-case practice until the end of week two. Think about the task Alex needs to perform and the standards that must support it. What is the strongest first improvement to Alex’s onboarding plan? Read the choices in the question below and select an answer. Then read the feedback. If your choice is not appropriate, use the feedback and retry. On-screen instruction: Listen to “Make the learning useful” - introduces the guidance and question below. Listening is optional. Select one answer, submit and read the feedback. Retry if needed. Select Continue to reveal the next section.	Submit a choice to display its feedback; select TAKE AGAIN to retry. Select Continue to reveal the next section.	Use Bridget through Rise. Start audio paused, keep its transcript available and allow progress without listening. Keep this supported practice ungraded; it does not certify workplace competence.
M1.S08.01	Visual direction: Show the selected answer’s feedback beneath the question. On-screen text: Animation may clarify a step, but it does not fix the delayed opportunity to practise a relevant task. Start with the work Alex needs to do. TAKE AGAIN	Narration: Not applicable On-screen instruction: Read the feedback; retry if needed.	After selecting “Add more animation to the system tour.” and submitting, display this feedback. Use TAKE AGAIN to choose again.	Treat this choice as incorrect. Preserve explanatory feedback.
M1.S08.02	Visual direction: Show the selected answer’s feedback beneath the question. On-screen text: Yes. Early, supported practice makes the purpose clear and connects learning to the task. Alex still needs the organisation-specific standards and guidance.	Narration: Not applicable On-screen instruction: Read the feedback and continue.	After selecting “Introduce a realistic customer case early, with the relevant standards and system steps available as support.” and submitting, display this feedback. Read it and continue when ready.	Treat this choice as correct. Preserve explanatory feedback.
M1.S08.03	Visual direction: Show the selected answer’s feedback beneath the question. On-screen text: Experience is valuable, but it does not establish competence in a new organisation’s systems or standards. Identify what transfers and teach what is new. TAKE AGAIN	Narration: Not applicable On-screen instruction: Read the feedback; retry if needed.	After selecting “Remove all organisation-specific training because Alex is experienced.” and submitting, display this feedback. Use TAKE AGAIN to choose again.	Treat this choice as incorrect. Preserve explanatory feedback.
M1.S09	Visual direction: Show “A better onboarding plan” as the section heading, with its compact labelled audio player immediately beneath and matching text or activity below. Keep the player visually attached to this section. On-screen text: A better onboarding plan Listen to “A better onboarding plan” - introduces the comparison below. Listening is optional. Early case practice changes how the rest of the onboarding can be organised. Compare the original plan with three connected improvements: start with the task, use existing experience and support practice. Labels: Start with the task; Use existing experience; Support practice Start the conversation A conversation with Alex CONTINUE START OVER Continue to the reflection Complete “A conversation with Alex” above, then continue to the reflection.	Narration: A better onboarding plan. Early case practice changes how the rest of the onboarding can be organised. Explore the tabs to compare Alex’s original plan with three connected improvements. Consider how the redesigned plan addresses the barriers you identified. On-screen instruction: Listen to “A better onboarding plan” - introduces the comparison below. Listening is optional. Select each label to read its explanation. Select Start the conversation to reveal the next section. Choose your response and explore what happens. Select Continue to the reflection to reveal the next section.	Open and revisit each explanation, then return to the same section. Select Start the conversation to reveal the next section. Start Alex’s conversation, choose responses and review their consequences. Continue to the conclusion or replay to explore another path. Select Continue to the reflection to reveal the next section.	Use Bridget through Rise. Start audio paused, keep its transcript available and allow progress without listening. Image alternative text: Alex practises using a laptop with an experienced colleague providing support. Keep this control unavailable until the immediately preceding activity is complete. Listening must not be required.
M1.S09.01	Visual direction: Show the selected explanation in its reading panel. On-screen text: Start with the task Original: A 60-slide company presentation, a two-hour tour of every system menu and a terminology quiz come before customer-case practice. Improved: Explain the goal: resolve a routine customer case accurately and recognise when escalation is needed. Introduce a realistic case and link the essential standards to each decision.	Narration: Not applicable On-screen instruction: Open or revisit this explanation.	Select “Start with the task” to display this text. Close it or select another label to continue exploring.	Keep the explanation in live text. Preserve any associated audio within this marker.
M1.S09.02	Visual direction: Show the selected explanation in its reading panel. On-screen text: Use existing experience Original: Everyone follows the same sequence, with no opportunity to identify which of Alex’s existing skills transfer. Improved: Invite Alex to compare the case with previous work. Use a short diagnostic to identify what needs practice. Offer optional refreshers and further examples; any required demonstration of competence remains in place.	Narration: Not applicable On-screen instruction: Open or revisit this explanation.	Select “Use existing experience” to display this text. Close it or select another label to continue exploring.	Keep the explanation in live text. Preserve any associated audio within this marker.
M1.S09.03	Visual direction: Show the selected explanation in its reading panel. On-screen text: Support practice Original: The first customer-case practice comes at the end of week two. Essential standards and useful reference information are mixed together. Improved: Provide a step-by-step demonstration, a step-by-step job aid and supported practice on a realistic customer case, with feedback. Arrange a manager check-in before independent work. Put less urgent reference material somewhere easy to find.	Narration: Not applicable On-screen instruction: Open or revisit this explanation.	Select “Support practice” to display this text. Close it or select another label to continue exploring.	Keep the explanation in live text. Preserve any associated audio within this marker.
M1.S09.04	Visual direction: Use the fictional workplace backdrop with readable dialogue and choices. On-screen text: A conversation with Alex Alex wants to skip the new escalation training because it looks familiar. Choose your response and explore what happens. This is ungraded practice.	Narration: A conversation with Alex. Alex wants to skip the new escalation training because it looks familiar. Choose your response and explore what happens. This is ungraded practice. On-screen instruction: Select CONTINUE, or START OVER at the conclusion.	Choose a response to see its consequence, or continue to the next panel. At the conclusion, replay or proceed to the reflection.	Keep the recording specific to this conversation panel.
M1.S09.05	Visual direction: Use the fictional workplace backdrop with readable dialogue and choices. On-screen text: Alex: “I’ve handled customer cases for years. Can I skip the escalation training? It looks familiar.” What would you say? Choices: “You’re experienced, so you can skip it.” “Everyone must repeat every introductory lesson.” “Let’s try a short case, check the new standard and target any gaps.”	Narration: Alex says: I’ve handled customer cases for years. Can I skip the escalation training? It looks familiar. What would you say? Read the responses on screen and choose one to explore what happens. On-screen instruction: Choose a response.	Choose a response to see its consequence, or continue to the next panel. At the conclusion, replay or proceed to the reflection.	Keep the recording specific to this conversation panel.
M1.S09.06	Visual direction: Show the consequence of the learner’s selected response. On-screen text: Alex uses the previous employer’s escalation threshold, so the case needs rework. Prior experience helps, but you still need to check the new organisation’s standard.	Narration: Not applicable On-screen instruction: Read the consequence and continue.	After choosing ““You’re experienced, so you can skip it.””, show this feedback. Continue to the next conversation panel.	Keep this feedback tied to the selected response.
M1.S09.07	Visual direction: Show the consequence of the learner’s selected response. On-screen text: Alex repeats familiar material and feels that existing experience has been ignored. Check what transfers, then provide support for the gaps.	Narration: Not applicable On-screen instruction: Read the consequence and continue.	After choosing ““Everyone must repeat every introductory lesson.””, show this feedback. Continue to the next conversation panel.	Keep this feedback tied to the selected response.
M1.S09.08	Visual direction: Show the consequence of the learner’s selected response. On-screen text: The case reveals a gap in the new escalation threshold. Alex practises with support and meets the standard. You recognise experience while checking the new requirements.	Narration: Not applicable On-screen instruction: Read the consequence and continue.	After choosing ““Let’s try a short case, check the new standard and target any gaps.””, show this feedback. Continue to Experience plus evidence.	Keep this feedback tied to the selected response.
M1.S09.09	Visual direction: Use the fictional workplace backdrop with readable dialogue and choices. On-screen text: Your first response left either a competence gap or unnecessary repetition. How would you improve the approach now? Choices: Use a short realistic case, compare performance with the new standard and target the gaps. Keep the original approach; prior experience or course completion is enough evidence.	Narration: Your first response left either a competence gap or unnecessary repetition. How would you improve the approach now? Read the responses on screen and choose one to explore what happens. On-screen instruction: Choose a response.	Choose a response to see its consequence, or continue to the next panel. At the conclusion, replay or proceed to the reflection.	Keep the recording specific to this conversation panel.
M1.S09.10	Visual direction: Show the consequence of the learner’s selected response. On-screen text: Alex demonstrates existing skills and gets support for the unfamiliar escalation threshold. Check performance on a new case before independent work.	Narration: Not applicable On-screen instruction: Read the consequence and continue.	After choosing “Use a short realistic case, compare performance with the new standard and target the gaps.”, show this feedback. Continue to the next conversation panel.	Keep this feedback tied to the selected response.
M1.S09.11	Visual direction: Show the consequence of the learner’s selected response. On-screen text: Familiarity and completion do not demonstrate the new task. Revisit your response and choose an approach that checks performance against the organisation’s standard.	Narration: Not applicable On-screen instruction: Read the consequence and continue.	After choosing “Keep the original approach; prior experience or course completion is enough evidence.”, show this feedback. Continue to Alex’s initial response decision.	Keep this feedback tied to the selected response.
M1.S09.12	Visual direction: Use the fictional workplace backdrop with readable dialogue and choices. On-screen text: Experience plus evidence Recognise experience, check what transfers and support unfamiliar requirements. Offer choice while maintaining essential standards. Use a new case to check application. Replay to explore another path.	Narration: Experience plus evidence. Recognise experience, check what transfers and support unfamiliar requirements. Offer choice while maintaining essential standards. Use a new case to check application. Replay to explore another path. On-screen instruction: Select CONTINUE, or START OVER at the conclusion.	Choose a response to see its consequence, or continue to the next panel. At the conclusion, replay or proceed to the reflection.	Keep the recording specific to this conversation panel.
M1.S10	Visual direction: Show “Reflect on the conversation” as the section heading, with its compact labelled audio player immediately beneath and matching text or activity below. Keep the player visually attached to this section. On-screen text: Reflect on the conversation Listen to “Reflect on the conversation” - narrates the reflection below. Listening is optional. A brief case-based check recognises existing skills, identifies gaps and keeps the required competence standard in place. Review the possible consequences from Alex’s conversation. Skipping the training If Alex skips the training simply because it looks familiar, Alex uses the previous employer’s escalation threshold and the case needs rework. Prior experience helps, but the new organisation’s standard still needs checking. Repeating every introductory lesson Repeating every introductory lesson ignores Alex’s existing experience and creates unnecessary repetition. Check what transfers, then support the gaps. Using a short realistic case A short realistic case reveals a gap in the new escalation threshold. Alex can practise with support and meet the standard. Checking readiness for independent work The recovery approach checks performance against the new standard and targets gaps. Familiarity and course completion alone do not demonstrate the new task. Check performance on a new case before independent work. When you’re ready, select Continue to apply these principles to three new workplace situations. Continue	Narration: Reflect on the conversation: a brief case-based check recognises existing skills, identifies gaps and keeps the required competence standard in place. Review the possible consequences from Alex’s conversation. If Alex skips the training simply because it looks familiar, Alex uses the previous employer’s escalation threshold and the case needs rework. Prior experience helps, but the new organisation’s standard still needs checking. Repeating every introductory lesson ignores Alex’s existing experience and creates unnecessary repetition. Check what transfers, then support the gaps. A short realistic case reveals a gap in the new escalation threshold. Alex can practise with support and meet the standard. The recovery approach checks performance against the new standard and targets gaps. Familiarity and course completion alone do not demonstrate the new task. Check performance on a new case before independent work. When you’re ready, select Continue to apply these principles to three new workplace situations. On-screen instruction: Listen to “Reflect on the conversation” - narrates the reflection below. Listening is optional. Select Continue to reveal the next section.	Select Continue to reveal the next section.	Use Bridget through Rise. Start audio paused, keep its transcript available and allow progress without listening.
M1.S11	Visual direction: Show “Check your design judgement” as the section heading, with its compact labelled audio player immediately beneath and matching text or activity below. Keep the player visually attached to this section. On-screen text: Check your design judgement Listen to “Check your design judgement” - narrates the section below. Listening is optional. Apply the same principles to three new situations: using experience, supporting motivation and adapting guidance. For each, select an appropriate improvement, read the feedback and retry if needed. Revisit the principles if helpful. These are supported practice questions; they do not certify workplace competence.	Narration: Check your design judgement. Apply the same principles to three new situations: using experience, supporting motivation and adapting guidance. For each, select an appropriate improvement, read the feedback and retry if needed. Revisit the principles if helpful. These are supported practice questions; they do not certify workplace competence. On-screen instruction: Listen to “Check your design judgement” - narrates the section below. Listening is optional.	Read the section and continue when ready.	Use Bridget through Rise. Start audio paused, keep its transcript available and allow progress without listening.
M1.S12	Visual direction: Show “Use experience” as the section heading, with its compact labelled audio player immediately beneath and matching text or activity below. Keep the player visually attached to this section. On-screen text: Use experience Listen to “Use experience” - introduces the question below. Listening is optional. A new manager has led teams before but is unfamiliar with your organisation’s feedback approach. Which activity best uses their experience? Choices: Ask them to compare a previous feedback conversation with a step-by-step demonstration of the new approach. Assume they already know the new approach. Ask them to memorise the six adult learning assumptions. SUBMIT	Narration: A new manager has led teams before but is unfamiliar with your organisation’s feedback approach. Which activity best uses their experience? Read the choices on screen, select your answer and read the feedback. On-screen instruction: Listen to “Use experience” - introduces the question below. Listening is optional. Select one answer, submit and read the feedback. Retry if needed.	Submit a choice to display its feedback; select TAKE AGAIN to retry.	Use Bridget through Rise. Start audio paused, keep its transcript available and allow progress without listening. Keep this supported practice ungraded; it does not certify workplace competence.
M1.S12.01	Visual direction: Show the selected answer’s feedback beneath the question. On-screen text: Yes. Comparison draws on prior experience and makes differences in the new approach visible. Follow it with practice and feedback.	Narration: Not applicable On-screen instruction: Read the feedback and continue.	After selecting “Ask them to compare a previous feedback conversation with a step-by-step demonstration of the new approach.” and submitting, display this feedback. Read it and continue when ready.	Treat this choice as correct. Preserve explanatory feedback.
M1.S12.02	Visual direction: Show the selected answer’s feedback beneath the question. On-screen text: Previous experience is a resource, not proof of competence in a different approach. Check what transfers and what needs development. TAKE AGAIN	Narration: Not applicable On-screen instruction: Read the feedback; retry if needed.	After selecting “Assume they already know the new approach.” and submitting, display this feedback. Use TAKE AGAIN to choose again.	Treat this choice as incorrect. Preserve explanatory feedback.
M1.S12.03	Visual direction: Show the selected answer’s feedback beneath the question. On-screen text: Naming assumptions does not help the manager practise the feedback task. Use the framework to design a relevant activity. TAKE AGAIN	Narration: Not applicable On-screen instruction: Read the feedback; retry if needed.	After selecting “Ask them to memorise the six adult learning assumptions.” and submitting, display this feedback. Use TAKE AGAIN to choose again.	Treat this choice as incorrect. Preserve explanatory feedback.
M1.S13	Visual direction: Show “Support motivation” as the section heading, with its compact labelled audio player immediately beneath and matching text or activity below. Keep the player visually attached to this section. On-screen text: Support motivation Listen to “Support motivation” - introduces the question below. Listening is optional. A colleague finds mandatory reporting training irrelevant to their role. Which response best supports motivation? Choices: Add a leaderboard and remove the explanation of the task. Show a realistic situation from their role, explain the consequences and provide a supported attempt. Tell them that adults should be internally motivated and continue unchanged. SUBMIT	Narration: A colleague finds mandatory reporting training irrelevant to their role. Which response best supports motivation? Read the choices on screen, select your answer and read the feedback. On-screen instruction: Listen to “Support motivation” - introduces the question below. Listening is optional. Select one answer, submit and read the feedback. Retry if needed.	Submit a choice to display its feedback; select TAKE AGAIN to retry.	Use Bridget through Rise. Start audio paused, keep its transcript available and allow progress without listening. Keep this supported practice ungraded; it does not certify workplace competence.
M1.S13.01	Visual direction: Show the selected answer’s feedback beneath the question. On-screen text: A leaderboard may engage some learners, but it does not establish relevance or provide support for the reporting task. TAKE AGAIN	Narration: Not applicable On-screen instruction: Read the feedback; retry if needed.	After selecting “Add a leaderboard and remove the explanation of the task.” and submitting, display this feedback. Use TAKE AGAIN to choose again.	Treat this choice as incorrect. Preserve explanatory feedback.
M1.S13.02	Visual direction: Show the selected answer’s feedback beneath the question. On-screen text: Yes. A relevant situation makes the purpose visible, and supported practice helps the learner build confidence in doing the task.	Narration: Not applicable On-screen instruction: Read the feedback and continue.	After selecting “Show a realistic situation from their role, explain the consequences and provide a supported attempt.” and submitting, display this feedback. Read it and continue when ready.	Treat this choice as correct. Preserve explanatory feedback.
M1.S13.03	Visual direction: Show the selected answer’s feedback beneath the question. On-screen text: Motivation varies. Explain why the task matters, listen to the concern and design support around the learner’s context. TAKE AGAIN	Narration: Not applicable On-screen instruction: Read the feedback; retry if needed.	After selecting “Tell them that adults should be internally motivated and continue unchanged.” and submitting, display this feedback. Use TAKE AGAIN to choose again.	Treat this choice as incorrect. Preserve explanatory feedback.
M1.S14	Visual direction: Show “Adapt guidance” as the section heading, with its compact labelled audio player immediately beneath and matching text or activity below. Keep the player visually attached to this section. On-screen text: Adapt guidance Listen to “Adapt guidance” - introduces the question below. Listening is optional. A learner feels overwhelmed when offered several self-directed routes through a new process. What is the best adjustment? Choices: Keep every route open and ask the learner to work it out alone. Remove practical activity and provide only a long document. Offer a recommended route, a worked example and support, while keeping optional routes available. SUBMIT Continue	Narration: A learner feels overwhelmed when offered several self-directed routes through a new process. What is the best adjustment? Read the choices on screen, select your answer and read the feedback. On-screen instruction: Listen to “Adapt guidance” - introduces the question below. Listening is optional. Select one answer, submit and read the feedback. Retry if needed. Select Continue to reveal the next section.	Submit a choice to display its feedback; select TAKE AGAIN to retry. Select Continue to reveal the next section.	Use Bridget through Rise. Start audio paused, keep its transcript available and allow progress without listening. Keep this supported practice ungraded; it does not certify workplace competence.
M1.S14.01	Visual direction: Show the selected answer’s feedback beneath the question. On-screen text: Choice without enough guidance can become a barrier. Find out what support the learner needs. TAKE AGAIN	Narration: Not applicable On-screen instruction: Read the feedback; retry if needed.	After selecting “Keep every route open and ask the learner to work it out alone.” and submitting, display this feedback. Use TAKE AGAIN to choose again.	Treat this choice as incorrect. Preserve explanatory feedback.
M1.S14.02	Visual direction: Show the selected answer’s feedback beneath the question. On-screen text: A document can be useful reference material, but it does not automatically provide guided practice or feedback. TAKE AGAIN	Narration: Not applicable On-screen instruction: Read the feedback; retry if needed.	After selecting “Remove practical activity and provide only a long document.” and submitting, display this feedback. Use TAKE AGAIN to choose again.	Treat this choice as incorrect. Preserve explanatory feedback.
M1.S14.03	Visual direction: Show the selected answer’s feedback beneath the question. On-screen text: Yes. Structure and autonomy can coexist. Offer a manageable starting point and adjust support as confidence and competence develop.	Narration: Not applicable On-screen instruction: Read the feedback and continue.	After selecting “Offer a recommended route, a worked example and support, while keeping optional routes available.” and submitting, display this feedback. Read it and continue when ready.	Treat this choice as correct. Preserve explanatory feedback.
M1.S15	Visual direction: Show “Review the practice feedback” as the section heading, with its compact labelled audio player immediately beneath and matching text or activity below. Keep the player visually attached to this section. On-screen text: Review the practice feedback Listen to “Review the practice feedback” - narrates the review below. Listening is optional. For Alex’s onboarding, animation can clarify a step but does not fix delayed practice. Early supported case practice makes the purpose clear and connects learning to the task. Experience is valuable, but does not establish competence in new systems or standards. Identify what transfers and teach what is new. For the new manager, comparison draws on prior experience and makes differences visible. Follow it with practice and feedback. Previous experience is a resource, rather than proof of competence in a different approach. Memorising assumptions does not practise the feedback task. For mandatory reporting, a leaderboard may engage some learners, but does not establish relevance or provide support. A relevant situation makes the purpose visible, and supported practice builds confidence. Motivation varies: explain why the task matters, listen to the concern and design support around the learner’s context. For the overwhelmed learner, choice without guidance can become a barrier. A document can be useful reference material but does not automatically provide guided practice or feedback. Structure and autonomy can coexist. Offer a manageable starting point and adjust support as confidence and competence develop.	Narration: Review the practice feedback. For Alex’s onboarding, animation can clarify a step but does not fix delayed practice. Early supported case practice makes the purpose clear and connects learning to the task. Experience is valuable, but does not establish competence in new systems or standards. Identify what transfers and teach what is new. For the new manager, comparison draws on prior experience and makes differences visible. Follow it with practice and feedback. Previous experience is a resource, rather than proof of competence in a different approach. Memorising assumptions does not practise the feedback task. For mandatory reporting, a leaderboard may engage some learners, but does not establish relevance or provide support. A relevant situation makes the purpose visible, and supported practice builds confidence. Motivation varies: explain why the task matters, listen to the concern and design support around the learner’s context. For the overwhelmed learner, choice without guidance can become a barrier. A document can be useful reference material but does not automatically provide guided practice or feedback. Structure and autonomy can coexist. Offer a manageable starting point and adjust support as confidence and competence develop. On-screen instruction: Listen to “Review the practice feedback” - narrates the review below. Listening is optional.	Read the section and continue when ready.	Use Bridget through Rise. Start audio paused, keep its transcript available and allow progress without listening.
M1.S16	Visual direction: Show “From choosing to explaining” as the section heading, with its compact labelled audio player immediately beneath and matching text or activity below. Keep the player visually attached to this section. On-screen text: From choosing to explaining Listen to “From choosing to explaining” - introduces the next lesson. Listening is optional. You are moving to the next lesson, Explain one improvement to a learning experience. Having weighed changes against learners’ needs and adult learning principles, you will now explain one change of your own. You will write in your own notes, connecting the learner’s need, the relevant principle and how your proposed change addresses that need.	Narration: From choosing to explaining. You are moving to the next lesson, Explain one improvement to a learning experience. Having weighed changes against learners’ needs and adult learning principles, you will now explain one change of your own. You will write in your own notes, connecting the learner’s need, the relevant principle and how your proposed change addresses that need. On-screen instruction: Listen to “From choosing to explaining” - introduces the next lesson. Listening is optional.	Read the section and continue when ready.	Use Bridget through Rise. Start audio paused, keep its transcript available and allow progress without listening. Keep writing private and ungraded. The course does not collect, save or assess it.

Lesson 3: Explain one improvement to a learning experience

Section	Visual Description & On-Screen Text	Audio Narration / On-Screen Instruction	Action	Notes for Developer
M1.S17	Visual direction: Show “Explain one improvement to a learning experience” as the section heading, with its compact labelled audio player immediately beneath and matching text or activity below. Keep the player visually attached to this section. On-screen text: Explain one improvement to a learning experience Listen to “Explain one improvement to a learning experience” - introduces the section below. Listening is optional. You have identified barriers in Alex’s onboarding and chosen improvements across five workplace scenarios. Now apply that design judgement to a learning experience of your choice. In this lesson, you will write a short explanation connecting a learner’s need, a relevant adult learning principle and one proposed change. An example explanation and self-check will help you review the connections so you can explain the rationale for your design decision. Continue	Narration: You have identified barriers in Alex’s onboarding and chosen improvements across five workplace scenarios. Now apply that design judgement to a learning experience of your choice. In this lesson, you will write a short explanation connecting a learner’s need, a relevant adult learning principle and one proposed change. An example explanation and self-check will help you review the connections so you can explain the rationale for your design decision. On-screen instruction: Listen to “Explain one improvement to a learning experience” - introduces the section below. Listening is optional. Select Continue to reveal the next section.	Select Continue to reveal the next section.	Use Bridget through Rise. Start audio paused, keep its transcript available and allow progress without listening.
M1.S18	Visual direction: Show “Apply one improvement and use the worksheet” as the section heading, with its compact labelled audio player immediately beneath and matching text or activity below. Keep the player visually attached to this section. On-screen text: Apply one improvement and use the worksheet Listen to “Apply one improvement and use the worksheet” - narrates the task and guidance below. Listening is optional. Choose a learning experience you could improve, such as an induction or training session you design or commission. In your own notes, write a short explanation of one change using these three prompts. You can revisit the six-principle reference in the first lesson. Learner’s need: What does the learner need to do, and what currently gets in the way? Adult learning principle: Which principle informs your proposed change? Change and connection: What will you change, and how will it address that need? You do not need to include confidential workplace information. Your writing stays in your own notes; this course does not collect, save or assess it. Use your own notes or read fillable design worksheet below. Save a completed copy locally so you can keep your explanation and consider evidence of improvement. Write your response before opening the example explanation and self-check. You can revisit any section whenever you need it. supporting resource read Continue	Narration: Apply one improvement and use the worksheet. Choose a learning experience you could improve, such as an induction or training session you design or commission. In your own notes, write a short explanation of one change using these three prompts. You can revisit the six-principle reference in the first lesson. First, learner’s need. What does the learner need to do, and what currently gets in the way? Second, adult learning principle. Which principle informs your proposed change? Third, change and connection. What will you change, and how will it address that need? You do not need to include confidential workplace information. Your writing stays in your own notes; this course does not collect, save or assess it. Use your own notes or read fillable design worksheet below. Save a completed copy locally so you can keep your explanation and consider evidence of improvement. Write your response before opening the example explanation and self-check. You can revisit any section whenever you need it. On-screen instruction: Listen to “Apply one improvement and use the worksheet” - narrates the task and guidance below. Listening is optional. Select Continue to reveal the next section.	read fillable worksheet and save the completed copy locally. Select Continue to reveal the next section.	Use Bridget through Rise. Start audio paused, keep its transcript available and allow progress without listening. Image alternative text: Alex arranges cards on a planning board to connect learner needs, learning principles and proposed improvements. Provide the actual packaged worksheet. Later references must identify this same download. Keep writing private and ungraded. The course does not collect, save or assess it.
M1.S19	Visual direction: Show “Check your explanation” as the section heading, with its compact labelled audio player immediately beneath and matching text or activity below. Keep the player visually attached to this section. On-screen text: Check your explanation Listen to “Check your explanation” - narrates the section below. Listening is optional. Use the example explanation to check the structure of your explanation, then review your own response. Your example can differ. Revise it until all three elements are present and clearly connected. Labels: Example explanation; Self-check Optional next step: In your own notes, consider what evidence would tell you whether the change helped.	Narration: Check your explanation. Open the example explanation to check the structure of your own response, then use the self-check to review the connections. Your example can differ. Revise it until all three elements are present and clearly connected. As an optional next step, consider what evidence would tell you whether the change helped. On-screen instruction: Listen to “Check your explanation” - narrates the section below. Listening is optional. Expand each label to read its explanation.	Open and revisit each explanation, then return to the same section.	Use Bridget through Rise. Start audio paused, keep its transcript available and allow progress without listening. Keep writing private and ungraded. The course does not collect, save or assess it.
M1.S19.01	Visual direction: Show the selected explanation in its reading panel. On-screen text: Example explanation Need: New managers must use the organisation’s feedback approach, but their current induction only explains the steps. Principle: Experience. Change and connection: Ask managers to compare a previous feedback conversation with a step-by-step demonstration of the new approach, then practise with feedback. This uses their existing experience while exposing differences and supporting application of the new approach.	Narration: Not applicable On-screen instruction: Open or revisit this explanation.	Expand “Example explanation” to display this text. Close it or select another label to continue exploring.	Keep the explanation in live text. Preserve any associated audio within this marker.
M1.S19.02	Visual direction: Show the selected explanation in its reading panel. On-screen text: Self-check Review your own explanation: Does it state a specific learner need or barrier? Does it name a relevant adult learning principle? Does it describe one change and explain how that change addresses the need? All three must be present. If a connection is unclear, revise your explanation to say how the proposed change helps the learner do the task.	Narration: Not applicable On-screen instruction: Open or revisit this explanation.	Expand “Self-check” to display this text. Close it or select another label to continue exploring.	Keep the explanation in live text. Preserve any associated audio within this marker.
M1.S20	Visual direction: Show “Optional design challenge” as the section heading, with its compact labelled audio player immediately beneath and matching text or activity below. Keep the player visually attached to this section. On-screen text: Optional design challenge Listen to “Optional design challenge” - introduces the activity below. Listening is optional. Optional design challenge Redesign Alex’s onboarding Make three connected decisions, then review your design. Your choices stay in this activity while it is open. They are not collected or saved. This is supported practice, not a competence assessment.	Narration: Optional design challenge. Redesign Alex’s onboarding. Make three connected decisions, then review your design. Your choices stay in this activity while it is open. They are not collected or saved. This is supported practice, not a competence assessment. Alex needs to resolve routine customer cases. Where will you begin? Alex has eight years of experience and asks to skip the new escalation process. What will your plan do? How will you judge whether your redesigned onboarding helped? Read the choices in the activity and make your decisions. Select Review my design when you reach the end. You can revise your choices or start again. On-screen instruction: Listen to “Optional design challenge” - introduces the activity below. Listening is optional.	Make three design choices, read feedback, review the personalised summary, revise choices or start again.	Use Bridget through Rise. Start audio paused, keep its transcript available and allow progress without listening. Use the existing embedded challenge. Keep choices private and temporary; retain keyboard focus and revision controls.
M1.S20.01	Visual direction: Show one decision with two selectable choices and feedback beneath. On-screen text: Start with the task Alex needs to resolve routine customer cases. Where will you begin? Choices: Give the full menu tour before any case practice. Introduce a realistic case, with essential standards and system steps available as support. Next decision	Narration: Not applicable On-screen instruction: Select an approach and read the feedback.	Select a choice to reveal its feedback; move to the next decision or return to the previous decision.	Keep the current selection available when revisiting.
M1.S20.02	Visual direction: Show feedback below the selected choice. On-screen text: A design risk to revisit Alex sees many system functions without a task to give them meaning. A realistic case introduced early would help connect the relevant steps and standards to a useful outcome. Readiness and orientation	Narration: Not applicable On-screen instruction: Read the feedback and continue.	After choosing “Give the full menu tour before any case practice.”, show this feedback. Continue or revise your selection.	Preserve the explanation and associated principle.
M1.S20.03	Visual direction: Show feedback below the selected choice. On-screen text: A useful design choice This gives Alex a relevant task at the point of need. Support remains available, so early practice does not mean leaving a new starter to guess. Readiness and orientation	Narration: Not applicable On-screen instruction: Read the feedback and continue.	After choosing “Introduce a realistic case, with essential standards and system steps available as support.”, show this feedback. Continue or revise your selection.	Preserve the explanation and associated principle.
M1.S20.04	Visual direction: Show one decision with two selectable choices and feedback beneath. On-screen text: Use experience and check gaps Alex has eight years of experience and asks to skip the new escalation process. What will your plan do? Choices: Use a brief case-based check, target gaps and retain the organisation’s required standard. Let Alex skip the process because it looks familiar. Next decision Previous decision	Narration: Not applicable On-screen instruction: Select an approach and read the feedback.	Select a choice to reveal its feedback; move to the next decision or return to the previous decision.	Keep the current selection available when revisiting.
M1.S20.05	Visual direction: Show feedback below the selected choice. On-screen text: A useful design choice This recognises Alex’s experience while checking the requirements of the new organisation. Choice is informed by evidence and accompanied by appropriate guidance. Experience and supported self-direction	Narration: Not applicable On-screen instruction: Read the feedback and continue.	After choosing “Use a brief case-based check, target gaps and retain the organisation’s required standard.”, show this feedback. Continue or revise your selection.	Preserve the explanation and associated principle.
M1.S20.06	Visual direction: Show feedback below the selected choice. On-screen text: A design risk to revisit Familiarity is not evidence that Alex can apply this organisation’s escalation rules. A targeted case-based check would respect experience without assuming equivalence. Experience and supported self-direction	Narration: Not applicable On-screen instruction: Read the feedback and continue.	After choosing “Let Alex skip the process because it looks familiar.”, show this feedback. Continue or revise your selection.	Preserve the explanation and associated principle.
M1.S20.07	Visual direction: Show one decision with two selectable choices and feedback beneath. On-screen text: Check application How will you judge whether your redesigned onboarding helped? Choices: Ask whether Alex enjoyed the course and stop there. Observe a new case and check accuracy, escalation judgement and the support needed. Review my design Previous decision	Narration: Not applicable On-screen instruction: Select an approach and read the feedback.	Select a choice to reveal its feedback; move to the next decision or return to the previous decision.	Keep the current selection available when revisiting.
M1.S20.08	Visual direction: Show feedback below the selected choice. On-screen text: A design risk to revisit Satisfaction can inform the learner experience, but it does not show application. Add evidence of Alex handling a new case accurately and explaining when escalation is required. Application and evaluation	Narration: Not applicable On-screen instruction: Read the feedback and continue.	After choosing “Ask whether Alex enjoyed the course and stop there.”, show this feedback. Continue or revise your selection.	Preserve the explanation and associated principle.
M1.S20.09	Visual direction: Show feedback below the selected choice. On-screen text: A useful design choice This checks behaviour related to the task. Use it to refine support; consider other factors that could affect performance before attributing any change solely to training. Application and evaluation	Narration: Not applicable On-screen instruction: Read the feedback and continue.	After choosing “Observe a new case and check accuracy, escalation judgement and the support needed.”, show this feedback. Continue or revise your selection.	Preserve the explanation and associated principle.
M1.S20.10	Visual direction: Show the personalised summary with all selected approaches and their feedback. On-screen text: Your onboarding design You selected [number] of 3 approaches that support the intended design. Review the rationale and refine any choice you would change. For each of the three decisions, show its title, the learner’s selected choice, Keep and refine or Revisit this choice, and the exact corresponding feedback above. Next, return to the same fillable design worksheet introduced earlier in this lesson, under “Apply one improvement and use the worksheet”. Use the copy you already downloaded, or return to that section to read it. Connect one learner need, principle, change and source of evidence in your own context. Revise my choices Start again	Narration: Not applicable On-screen instruction: Review your design and return to the same worksheet.	Review the summary. Revise my choices returns to the first decision with selections retained. Start again clears the choices and restarts the activity.	The worksheet is the same read from the earlier Apply one improvement and use the worksheet section.
M1.S21	Visual direction: Show “Review your design challenge” as the section heading, with its compact labelled audio player immediately beneath and matching text or activity below. Keep the player visually attached to this section. On-screen text: Review your design challenge Listen to “Review your design challenge” - reviews the feedback below after you make your decisions. Listening is optional. Review the design challenge feedback after making your decisions. For starting with the task, a full menu tour shows system functions without a task to give them meaning. A realistic case introduced early connects the relevant steps and standards to a useful outcome. An early case gives Alex a relevant task at the point of need. Support remains available, so early practice does not mean leaving a new starter to guess. For using experience and checking gaps, a brief case-based check recognises Alex’s experience while checking the new organisation’s requirements. Choice is informed by evidence and accompanied by guidance. Letting Alex skip because the process looks familiar does not show that Alex can apply the new escalation rules. A targeted case-based check respects experience without assuming equivalence. For checking application, satisfaction can inform the learner experience, but does not show application. Add evidence of Alex handling a new case accurately and explaining when escalation is required. Observing a new case checks behaviour related to the task. Use the evidence to refine support, and consider other factors that could affect performance before attributing change solely to training. Your summary shows how many of the three decisions provide stronger support for Alex’s task. Next, return to the same fillable design worksheet introduced earlier in this lesson, under “Apply one improvement and use the worksheet”. Use the copy you already downloaded, or return to that section to read it. Connect one learner need, principle, change and source of evidence in your own context. Select Revise my choices to improve your plan, or Start again to reset the activity. Continue	Narration: Review your design challenge. Review the design challenge feedback after making your decisions. For starting with the task, a full menu tour shows system functions without a task to give them meaning. A realistic case introduced early connects the relevant steps and standards to a useful outcome. An early case gives Alex a relevant task at the point of need. Support remains available, so early practice does not mean leaving a new starter to guess. For using experience and checking gaps, a brief case-based check recognises Alex’s experience while checking the new organisation’s requirements. Choice is informed by evidence and accompanied by guidance. Letting Alex skip because the process looks familiar does not show that Alex can apply the new escalation rules. A targeted case-based check respects experience without assuming equivalence. For checking application, satisfaction can inform the learner experience, but does not show application. Add evidence of Alex handling a new case accurately and explaining when escalation is required. Observing a new case checks behaviour related to the task. Use the evidence to refine support, and consider other factors that could affect performance before attributing change solely to training. Your summary shows how many of the three decisions provide stronger support for Alex’s task. Next, return to the same fillable design worksheet introduced earlier in this lesson, under “Apply one improvement and use the worksheet”. Use the copy you already downloaded, or return to that section to read it. Connect one learner need, principle, change and source of evidence in your own context. Select Revise my choices to improve your plan, or Start again to reset the activity. On-screen instruction: Listen to “Review your design challenge” - reviews the feedback below after you make your decisions. Listening is optional. Select Continue to reveal the next section.	Select Continue to reveal the next section.	Use Bridget through Rise. Start audio paused, keep its transcript available and allow progress without listening.
M1.S22	Visual direction: Show “Design for the learner and the task” as the section heading, with its compact labelled audio player immediately beneath and matching text or activity below. Keep the player visually attached to this section. On-screen text: Design for the learner and the task Listen to “Design for the learner and the task” - narrates the section below. Listening is optional. Adult learning principles become useful when they shape decisions: make the purpose clear, use experience, offer meaningful choice and support practical application. Check the learner’s context rather than assuming one approach suits everyone. Further reading: This course uses Malcolm Knowles’ adult learning assumptions to inform learning design. Explore the principles through these Open University resources: The Open University - How do adults learn? An explanation of the six principles and their application to learning design. The Open University - Beyond the assumptions of adult learning A direct explanation of six practical design implications, followed by an introduction to problem-based learning. The examples concern coach development. Link destination: the named source Link destination: the named source You have practised identifying barriers, choosing improvements and explaining a change through a learner’s need and a relevant principle. Use those connections when designing or commissioning onboarding: specify what the learner needs to do, choose support that fits their context and explain how your design helps them apply the learning.	Narration: Design for the learner and the task. Adult learning principles become useful when they shape decisions: make the purpose clear, use experience, offer meaningful choice and support practical application. Check the learner’s context rather than assuming one approach suits everyone. Further reading. This course uses Malcolm Knowles’ adult learning assumptions to inform learning design. Explore the principles through these Open University resources. The Open University: How do adults learn? This explains the six principles and their application to learning design. The Open University: Beyond the assumptions of adult learning. This page lists six practical design implications and introduces problem-based learning, using coach-development examples. Follow the written links below to explore these resources. You have practised identifying barriers, choosing improvements and explaining a change through a learner’s need and a relevant principle. Use those connections when designing or commissioning onboarding: specify what the learner needs to do, choose support that fits their context and explain how your design helps them apply the learning. On-screen instruction: Listen to “Design for the learner and the task” - narrates the section below. Listening is optional.	Read the section and continue when ready.	Use Bridget through Rise. Start audio paused, keep its transcript available and allow progress without listening.