Creating Content that can Elevate LUMI
Creating engaging content can be hard, but creating engaging content that truly tests and helps learners to grow is even harder. The best place to start is with the learning objectives. As most course authors know, the learning objectives inform both the learner and the course author about WHAT they will be learning and designing. They guide the course creation process and the learner’s journey through the course, much like a compass guides us north, east, south, and west.
There is, however, one aspect of learning objectives that differentiates them from a simple course navigation tool. They also tell the learner HOW they will navigate the course. On the other side of the course, the learning objectives tell course authors how the content will be designed and written. As a course author, it is very important to create your content with this additional aspect in mind.
Let’s look at a quick example! I will use two different learning objectives from the same course. I love history, so it will be a historical example.
- Learning Objective One: Describe the Canadian Armed Forces’ contributions during the Battle of Vimy Ridge
- Learning Objective Two: Analyze the Canadian Armed Forces’ contributions during the Battle of Vimy Ridge
These two learning objectives are very similar as they both discuss the same topic (Canadian Armed Forces and Vimy Ridge). They are different because of HOW the learner will engage with the content. As a course author, creating content for the first learning objective would be simpler in terms of the physical content on the page. Much of it would be text, with some key images, and the focus would be in the form of a summary. The Canadian Forces did “x” and achieved “y”.
For the second learning objective, the content would be much different. There could be a summary of the event, but more visuals could be included. There would also be more focus on specific smaller events and the impacts they had on the battle itself. Additionally, some of the content could be focused on providing the learner with tools to help them analyze the battle in more detail.
As course authors and designers, we should always be striving to create content that not only shows the learners what they will be learning but how they will be learning as well. Learners are more engaged and have a higher chance of success if the content accurately reflects the learning objectives of a course.
Elevating LUMI
A content creation process focusing on the “what” and “how” of learning objectives is advantageous to learner success. Couple those processes with tools such as LUMI, and you have a powerful and winning combination.
LUMI uses existing content in many different forms to help author a wide range of assessments for learners. The more a course’s content is aligned with the learning objectives, the more powerful and authentic the assessments generated by LUMI are. Learning objectives that fit into a higher tier of cognitive domain in Bloom’s taxonomy require assessments that truly challenge learners and focus them to develop skills that transfer across multiple paths. The combination of an effective content creation process and AI tools such as LUMI helps to ensure that assessments meet this goal.
On its own, LUMI is still a phenomenal tool to help course authors create authentic assessments. However, the more accurate the content it utilizes, the more powerful it becomes. When a learner reaches their assessment, they must understand both WHAT they are being asked and HOW they can achieve the desired result.
References
Piacquadio, Andrea. (February 21, 2020). Woman in Red Sweater Leaning on White Table. Pexels.com. https://www.pexels.com/photo/woman-in-red-sweater-leaning-on-white-table-3783725/: https://www.pexels.com/photo/woman-in-red-sweater-leaning-on-white-table-3783725/
University of Waterloo. (2024). Bloom’s Taxonomy | Centre for Teaching Excellence. Uwaterloo.ca. https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/blooms-taxonomy#:~:text=Bloom
Comments
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Great post, Eric! As more non-instructional designers (IDs) use AI tools to create learning content, it's important to educate them about instructional design methodology.
I like that you speak to Lumi as an assistant for IDs, not a replacement. Lumi only works if we guide it with thoughtful content.
