| • | The course must be personally important. Communicate clearly immediate relevance to the student's job or personal life. Answer the question "what's in it for me?" |
| • | Let the student direct the learning process - offer as much choice as possible. Allow the student to participate in planning and evaluating their instruction. Break the delivery into small pieces for student convenience, retention, and control of delivery.
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| • | Relate new learning to the experience of the student. Use experience (including mistakes) to cement new learning. Pursue active learning through a problem-centered, structured project - emphasize applied learning over conceptual learning. Test assumptions explicitly to simulate experience.
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| • | Communicate WHY specific things are being taught. Establish a sense of the whole - the context for understanding the parts and how they relate. Form a web of relationships between the context and the content. |
| • | Repeat the message several times in different media. Use video, audio, and slides to increase interaction and retain interest. A course must be more than reading on-line. |
| • | Move from simple to complex in small steps with response and positive reinforcement at every step. Provide secondary reinforcement as well as primary reinforcement. |
| • | Generate a sense of community and encourage student-to-student communication through virtual forums. Provide interaction with the Instructor. |
| • | Facilitate exploratory learning and outside research by providing links to related material. Leverage the web to provide a richer learning experience with greater control by the student.
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| • | Provide fast-loading pages and easy navigation to retain student interest and provide a sense of control. |
| • | PRACTICE, PRACTICE, PRACTICE. Almost 1/2 of course time is spent practicing Six Sigma concepts through interactive simulations, exercises and quizzes. |
| • | Make it FUN!
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