In our previous blog post on brain-friendly content, we explored how understanding how the human brain works helps you create e-learning that works with it. The result? E-learning that is both engaging and memorable.
Now we are going to work with the AGES model: Attention, Generation, Emotion, and Spacing. This model gives you practical tools for designing e-learning that truly works.
In this post, we focus on the first two elements: Attention and Generation.
Attention: The key to learning
The more attention we give to new information, the stronger our memory of it becomes. Simple, right? The only challenge: research shows that our attention starts to drop after about 20 minutes.
So, what can we do?
Stimulate the learner’s motivation
Help learners connect with their personal “why.” At the start of the course, ask questions like:
- Why do you want to learn about this topic?
- What do you already know and what do you expect to learn that is new?
- How will you apply this knowledge in future situations?
Minimize distraction
Distractions make learning more difficult. Prepare learners for the process and the time required. Do not offer more content than they can realistically process. Design slides that are simple yet appealing. And importantly: do not expect learners to read and listen at the same time.
Build in strategic break
Take the attention span into account. The period during which learners can stay focused without losing interest. There are three types of breaks:
Breaks in activity
Plan a break every 20 to 25 minutes.
Breaks in the process
Take the attention span into account—the period during which learners can stay focused without losing interest. There are three types of breaks:
Breaks in the presentation
Alternate formats. Do not expect learners to constantly read or listen. Use text to slow the pace, video to speed it up.
Generation: Connecting new knowledge with what is already known
Generation occurs when learners actively connect what they are learning with what they already know. The more associations linked to a memory, the easier it is to retrieve later.
It may sound counterintuitive, but learning begins with what we already know. So start from the learner’s existing knowledge, and build from there.
Encourage knowledge generation by asking at the end of a lesson:
“How has this lesson expanded what you already knew about this topic?”
This creates moments for reflection and insight that help learning stick.
Next time: Emotion and Spacing
In our next part, we will explore the final two elements of the AGES model: Emotion and Spacing.