In advertising they suggest “say what you’re going to say, say it, and then say it again.” That way, the message sticks — and, presumably, the sale is made. This rule of thumb is even more appropriate in education, whether live or online. When the learner is prepared, they can access information more readily. When they have an opportunity to review and consolidate their learning they can be confident in their knowledge and ready to put their new skills to work.

The iterative process is, of course, central to AGILE. And it’s central to ADDIE. So it makes sense that it should be central to teaching.

Over the years I’ve been amazed at how often iterative learning is not implemented, and why that is the case. Sometimes the concern is that learners will be bored. Just as often, the learning designer is bored — or worried about “teaching down” to the learner. “After all,” some designers reason,” I know this stuff inside and out. I’m sure the learner finds it just as obvious as I do. So why beat a dead horse? Let’s move on!”

What’s sometimes hard for the learning designer or SME to understand is that, while the content may be old-hat to them, it’s brand new to the learner. Yes, of course, “everyone” knows how to design an effective password and avoid phishing schemes. Oh — except the learner for whom the basic cybersecurity course being designed. For that individual, whose password may still be “password,” the learning is important. And new. And neither obvious nor old hat.

The process of creating iterative learning materials is simple, easy to apply, and should be built into every module of every course.

• State learning objectives up front
• Introduce the learning experience by describing what the learner will be doing
• Present content in more than one way
• Provide an opportunities to consolidate learning through non-graded formative assessment
• Review key learning points
• Assess learning and, if there are gaps, offer easy ways to review the material and try again