Learning Content Author Guide

Build a short lesson learners can actually use This guide is for course authors and learning partners. It walks through four things in order: an outcome learners can demonstrate, a worked demonstration, a practice activity, and an accessibility and review pass. The running example is fictional. Northstar Services is designing a ten-minute lesson on writing a useful handoff note, and every sample on this page comes from that lesson. Start with the outcome, then teach only what supports it The shortest route from a topic to a lesson that works Write the outcome first, as something a learner can do and you can observe. Everything else in the lesson, whether explanation, demonstration or practice, either helps learners reach that outcome or gets cut. A completed outcome statement Given a sample customer request, learners can write a handoff note that names the next action, the owner role and the relevant context. The test for every piece of content Does a learner need this to perform the outcome? If not, move it to optional reading or remove it. Can a learner show it? Verbs such as write , choose , sort and explain can be observed. Understand and be aware of cannot. Is there a moment in the lesson where the learner tries it? If not, add practice before adding more explanation. Keep the lesson to one outcome. If you have written "and" in the outcome twice, you probably have two lessons. Worked example: from a vague objective to a usable demonstration The same Northstar lesson, before and after Replace the vague objective "Understand handoffs" gives you nothing to teach toward and nothing to check. The revised outcome names the task, the input and the three parts of a good result. Before: "Understand handoffs." After: "Given a sample request, write a handoff note that names the next action, owner role and relevant context." What changed: a learner and a reviewer can now both tell whether the outcome was met. Demonstrate one concise model Show a single note that meets the outcome, and say aloud why each part is there. Narrating your decisions teaches more than showing the finished note alone. Next action: Billing Support to check whether invoice 2041 was issued twice and reply to the customer by end of Thursday. Owner role: Billing Support Specialist. Context: customer reports two charges on the same date; an acknowledgement has been sent; no refund has been promised. Explain the decision behind it A receiver who opens this note knows what to do, who does it and what has already been said, without chasing the sender. The next action and owner role carry the most weight, so name them first. The action is a verb phrase with a deadline, not a topic. The owner is a role, so the note still works if staffing changes. The context lists only what the receiver needs, including what was not promised. This is instructional design guidance for a sample lesson. It is not an organizational procedure. Turn the design into a lesson in five steps Work through them in order for each new lesson Define the learner and the outcome Name who the lesson is for and what they do before and after it. Write the outcome statement and reread it as a reviewer: could you tell whether it was achieved? Select one representative example Choose a case typical enough that learners will meet it often. Save edge cases for a later lesson or an optional extension. Narrate the decision behind the example Show the finished work, then say why each choice was made. In a captioned clip, put the same narration in the transcript. Ask learners to try a similar task Give a short, realistic task that mirrors the outcome. Keep instructions to two or three sentences and say what a good result contains. Provide a model to compare against Let learners check their own attempt against a model response with the reasoning visible. Comparison works best when the model explains choices, not just the answer. Practice activity and model response Try this self-contained activity from the Northstar lesson. Nothing is submitted or recorded, so work on paper or in a draft of your own. Revise this incomplete note "Customer wrote in about a delivery problem. Needs looking at. Let me know." Task: rewrite the note so a colleague who has never seen the request can act on it. Add a next action with a deadline. Name an owner role, not a person. Add two or three facts of context. Invent plausible details if you need them. Compare with the model "Next action: Delivery Coordination to confirm where order 7316 is and reply to the customer by noon tomorrow. Owner role: Delivery Coordinator. Context: customer reports the parcel was marked delivered but not received; the first reply has been sent; no replacement has been promised." The action says what to confirm and by when. The owner is a role, so the note survives a shift change. The context says what has already been told to the customer. Your wording can differ. Check that all three parts are present. Accessibility and review checklist Check each item before the lesson goes to a reviewer Make it readable Use descriptive headings that say what the section is for. Write in plain language and define any term learners may not know. Keep each practice instruction to a few sentences. Make media usable Caption any spoken video. Provide a text equivalent that carries the same teaching content. Do not rely on colour or sound alone to carry meaning. Check alignment The example and the practice task both lead to the stated outcome. The model response shows its reasoning. Nothing in the lesson goes beyond what the outcome needs. Get a knowledgeable review Ask a subject expert to verify role-specific facts. Ask a reviewer unfamiliar with the topic to flag unclear steps. Record what changed after review, so the next author can see why. Questions authors ask Short answers for common design decisions How much content should one lesson include? Enough to reach one outcome, and no more. If a learner can perform the outcome after the demonstration and practice, you have enough. Move background, history and exceptions into optional reading. When should I use a demonstration? Use one when the task has steps or judgement that are hard to describe in words, such as writing a note, sorting a request or choosing between two options. For simple facts, a short paragraph is faster for the learner and easier to keep current. How do I make practice meaningful? Make it resemble the real task, use a realistic input, and give a model response that explains its reasoning. A multiple-choice quiz about the definition of a handoff is weaker than writing one. What if a reviewer flags a disputed or changing operational detail? Do not settle it in the lesson. Take it to your organization's authorized review route, usually the owning team's subject expert or the Talent and Learning contact. Until it is settled, remove the detail or teach the underlying skill with a clearly fictional example. Can I reuse the Northstar handoff-note examples in my own course? Use them as a pattern, not as content. Swap in a scenario from your own team, check it with a subject expert, and keep any procedure-specific facts out of the lesson unless your organization has approved them.