In training, how can we ensure that learning progresses appropriately? Who really helps our learners to progress in their learning? Who gives them the opportunity to get the most out of every aspect of their learning? I suggest the learning progression model developed by Gilly Samon as part of the ABC Learning Design method.

In a previous article, I talked to you about the educational scriptwriting method. ABC Learning Design. The teaching progression model was developed by Gilly Salmonprofessor at the University of Western Australia. Gilly Salmon is one of the world's leading ABC LD method.

A 5-step learning progression

But when should these different activities be offered? At what point in the course?

Pedagogical progression is important. Gilly Salmon proposes a 5-stage model which I think really meets the needs of learners. For each stage, she considers the technical aspect and the pedagogical dimension. This model was developed for distance learning, but it can easily be adapted to any modality, from face-to-face to co-modal, from hybrid to distance learning. I've noticed that by using ABC Learning Design and the 5-step model, I'm more likely to leave more room for initiative and therefore creativity to the learners in my own courses.

Stage 1: Motivation and accessibility

In this first stage of your training,you do everything you can to motivate your learners:

Motivation

• you give them a warm welcome
• introduce yourself and the other members of the team
• you ask them to introduce themselves, perhaps with an ice-breaker
• you present the training programme
• you outline the objectives of the learning path 
• you describe the criteria for successful completion of the course
• you explain the training arrangements: 100% face-to-face, hybrid or distance learning
• you provide them with the training schedule with all the deadlines
• tell them where the forums or information exchange systems are and invite them to get involved (write a first post on the forum, for example)

Accessibility

You provide your learners with all the information and assistance they need to access your training; to navigate at ease; to find the right information when they need it:

• you send your future learners their login details (username, password) as well as basic instructions for logging on
• you post videos explaining to future learners what kind of environment they will be working in
• If you are using different devices (for virtual classes and distance self-study sessions), mention this and provide information about the two systems, how they interact, whether your learners need to create two different accounts, etc.
• you offer a FAQ page (frequently asked questions) with clear, directly accessible answers
• you display an e-mail, telephone number or online chat where learners can get in touch with a tutor or trainer
• you offer an information session during which you will demonstrate basic connection and navigation skills

Stage 2: online socialisation

You offer your learners activities to online socialising and confidence-building "This is a stage in team buildingactivities that will contribute to the creation of a learning community.

Socialisation

• You offer them activities to discover the learning environment
• At this stage, participants discover acquisition activitiesexercises and individual research
• you get them to do "low technology barrier" exercises (contributing to a Padlet, for example)
• you offer your learners the opportunity to discuss their desires, fears and requests for help via forums, posts or other publications
• you can organise a self-help exchange: some learners offer technical help in exchange for spelling revision or a helping hand with their English
• the tutor stimulates initial discussions between participants; if necessary, he or she reminds them of the ground rules
• all this forms the basis of the "learning community" essential to the discussion and collaboration activities that you will propose in the following stages

Messages and communication

• The tutor or trainer sends a message to learners every time a new module opens or a virtual class is scheduled: this is part of the "ritualisation" that structures the course and helps to strengthen the learning community.
• the tutor pays attention to absences and to learners who do not log on regularly: they contact them by message, offering their help, asking them if they are experiencing difficulties, etc.
• Some of these messages can be automated, but be careful: don't automate all your messages. If you do, your learners will realise that they are dealing with robots. For people who haven't logged on for a while, you can send an initial automatic message, for example, but personalise subsequent messages as much as possible: be empathetic and considerate.

Stage 3: Information exchange

This phase generally begins at the end of the first week or at the start of the second week.

Facilitating work and supporting the use of teaching aids

• The tutor helps the learners to make the most of the teaching aids: use of mind maps, computer graphics, etc.
• It proposes structured activities: research, discussions around a theme, a task to be completed, it schedules work to be handed in, re-explains where to find deadlines if necessary, how to use the diary or calendar integrated into the learning environment, etc.
• the tutor assigns roles and responsibilities to the learners in the different groups (preparation for collaboration, peer assessment)
• the tutor stimulates discussion between learners
• it summarises learners' results, giving them feedback on their work and learning strategies (formative feedback)

Research, customisation and appropriation of teaching materials

• The tutor helps learners to master the tools: the learning environment, as well as the applications and software used during the course.
• learners take ownership of the tools and set up their personal learning environment (PLE)
• learners themselves suggest tools that they have discovered or already used in another context

Stage 4: Building knowledge

This stage generally begins around the third week. Learners gain confidence and take the initiative.

Facilitating processes

• Learners are increasingly in control of their own learning.
• they take the initiative in discussions
• they conduct these discussions under the supervision of the tutor or not
• the tutor invites learners to reflect on what they have already learned (metacognition), either individually or in sub-groups
• the tutor provides tools and methods, but it is the learners who build their own project
• learners make links between what they are learning and other contexts:
  • other courses and training
  • place of work or internship
  • personal projects unrelated to training

Videoconferencing and collaboration

• The participants have taken ownership of most of the learning tools: they organise their own work in sub-groups using
  • the video conferencing
  • chat integrated into the learning environment
  • e-mail or any other messaging system

Stage 5: development

Learners are now mature learners: they are able to reflect on their learning and use their new knowledge, skills and attitudes in new contexts:

Support and answers

• The tutor offers time to reflect on learning strategies: how did I learn? Alone and in groups.
• Learners lead discussions alone, without supervision
• they can carry out peer assessment based on given criteria and provide genuine formative feedback
• Learners are ready to transfer their knowledge and skills to others
• they can reuse their new knowledge, skills and attitudes in other contexts:
  • other training
  • professional environment

Provide links to other contexts

• The tutor provides links and information to other :
  • additional training
  • work placements
  • companies: at the end of qualification, for example
• The tutor draws the learners' attention to their degree of mastery, invites them to take a positive view of what they have learnt, and encourages them to show what they have produced (it's incredible how - often - our education leads us to do the opposite...).

An educational progression towards greater interactivity

You've probably noticed it yourself: Gilly Salmon's model of educational progression is evolving towards more interactivity between learners.

Towards a learning community

The aim is to create a learning community a group that shares the same interests and that, through its individual and collective contributionsIt helps everyone to learn.

Genuine interactivity

This interactivity does not just consist of mechanical action-reactions, as we see in some training courses where interactivity is only made up of back-and-forth games with a game or media. This interactivity involves the participants in :

• collective productions
• in joint decision-making
• in discussions about the relevance of materials and production methods
• in group reflection on learning achievements and strategies

A structured practice of metacognition

Let's take a look at the last part of this list. moments of collective reflection on learning achievements and strategies.

The Gilly Salmon model advocates special moments for individual and collective metacognition.

The fourth stage involves achievements :

• what did I learn?
• What do I know that's new?
• What can I do that I wasn't able to do before?
• How has my attitude to certain situations changed?

The fifth stage involves reflection on learning strategies :

• how do I learn? On my own?
• Which methods are best for me?
• Where did I fail?
• Where did I succeed? Why did I do it? Why?
• What can I do to reinforce my strengths?
• To compensate for my weaknesses?
• How did I behave in a group? Did it pay off?
• What roles did I play during this training?
• etc.

Conclusion: an educational progression module

Gilly Salmon's 5-step learning progression model is particularly well suited to teaching scenarios with l’ABC Learning Design. It shows an evolutionary curve in the use of the varied teaching activities advocated by ABC-LD.

It's not always easy to implement: we need to think about each stage, the degree of familiarity our learners have with the learning environment, and the right balance in the use of interaction.

But, at the end of the day, isn't that what we should always be doing when we design a training course?

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