Are you needing to develop learning outcomes for soft skills? A soft skill would be how to communicate with others, empathizing with diverse cultures, grow spiritually, become more creative, etc. Whereas, practical skills would be how to professionally arrange flowers, build an e-course, compose music, write a book, etc.
I am proof of that as I have developed many soft skill leadership courses for postsecondary institutions.
Two important things when teaching soft skills online:
Let’s explore each of these.
Experiential-based learning focuses on taking learners through an experience. This type of learning basically taps into the emotions.
In the online environment, you can ‘help’ learners experience something through rich multimedia, such as video, audio/podcast, and visuals.
Another powerful way to reach someone is through story. Openly share your story or someone else’s, and make it personal and poignant for the learner.
Stories can be presented in any format including text.
Additionally, live connections with people can also create a sacred space to share and inspire.
Great, so your learners just experienced some pretty awesome content that was moving and inspiring. Now what….. (drum roll)….
Get them to do something (aka learning activity).
Right? Active learning is in, passive learning is out.
Now, I am going to get academic here, so bear with me. I’ll flip it around, don’t worry. There are basically 3 domains or ways we learn.
For soft skills, it might be best to focus on affective learning, or feelings of your learners. Here is a link to notes on the three learning domains (scroll down to the Affective Domain).
For the affective domain, notice the skills progressively build from your learners willing to listen about the soft skill, and then move on to respond to it, organize around it, value it and finally internalize it.
It has been found that this sequence of learning works best for “things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.” (Donald Clark)
This makes sense, as you can’t make me feel or empathize with anything unless I want to. Obviously, if I join your course I want to learn so help me by leading me through an experience journey that is well sequenced (i.e. don’t jump ahead to far or fast; it might overwhelm or lose me).
Using the affective domain chart, I will work with their learning outcome verbs in the right-hand column.
Course: Finding Your Soul Purpose
By the end of the course,
By the end of a lesson, the learner will …
|Identify the key components of a soul purpose||
|Present their soul purpose to others||
|Create steps to follow their soul purpose||
|Act upon their soul purpose steps||
|** Notice the lovely verbs which can be seen, measured and lessons built around = your road map to designing instruction|