ABSTRACT
Once learning needs are prioritized, decisions must be made as to which learning approach is needed. Then each learning option has to be turned into an effective learning plan. Chapter 4 describes the components of an effective learning plan that includes: (1) the development of learning objectives of what is to be gained in terms of knowledge, skills, and/or attitudes as a function of the learning intervention; (2) the creation of a plan of instruction that details how and in what sequence the learning content will be delivered; and (3) the incorporation learner characteristics and pre-learning interventions to maximize the chances that learning will occur. The plan of instruction includes sequenced content and a detailed plan for conveying the content. The plan includes the instructional activities and the time needed to accomplish each objective. The chapter emphasizes the need to create a learning plan that aligns the objectives, content, learning activities, and assessments around the knowledge and skills required to complete the tasks to be learned. The last section of the chapter focuses on understanding the readiness and motivation of the learner. Readiness includes having the “prerequisites” (level of knowledge, skills, and abilities) necessary to gain from the way the learning intervention is designed. Given that the level of motivation clearly is related to the success of any learning intervention, this section examines theoretical frameworks for understanding motivation. This section ends with a description of interventions or strategies for enhancing readiness and motivation prior to the beginning of the learning opportunity.
