This includes a brilliant "knowledge map" of my conclusion to All Out War on why Britain voted to leave the EU. He has reconstructed the structure I had built in my writing software into a chart. Very helpful to cut out and keep. You can also read it here: https://t.co/Ij3d46kTeR https://t.co/WIvRsTC1tB
— Tim Shipman (@ShippersUnbound) March 12, 2021
The goal of all information and learning design is to get the learner from Point A to Point B as efficiently as possible.
My work involves getting clear on where learners are starting from and where they want (or need) to get to — and then developing effective and innovative strategies to help them achieve their goals.
My main focus is working with authors of non-fiction books. I also work on online courses and software training/support content.
The methodology I use draws on lessons gained from jobs to be done theory, cognitive psychology and ideas about organising knowledge effectively.
Jobs to be done model
The jobs to be done model can be used to understand particular groups of learners — and their specific problems and goals.
Having this information allows content to be specifically targetted towards learner needs. It also enables content to be targetted to the motivations of learners.
Understanding how the brain works is critical for effective information and learning design.
An understanding of the limitations of working memory and the process by which knowledge and skills get transferred into long-term memory are just two of the areas that need to be taken into account.
Making sure that knowledge is organised well is critical for learning but something that is often neglected.
It is important to ensure clear and logical structuring, the proper sequencing of content and an effective relationship between the big picture and the detail.
I have developed a detailed methodology that I apply to projects I work on. An important part is a model I’ve created called the knowledge organisation hierarchy.
It starts off with identifying the learner’s needs, moves on to developing an effective strategy to meet those needs, and then finishes with the development of content through the choice of appropriate knowledge structures.
Main areas of work
My main focus is working with authors of non-fiction books.
Many readers complain about problems they have in understanding and remembering the non-fiction books that they read.
However these problems are rarely addressed. We have become so used to the current format of non-fiction books that it’s become hard to envisage an alternative way of doing things.
However that’s exactly what I offer the authors that I work with – a different approach to non-fiction books that draws on the lessons of cognitive psychology and effective knowledge organisation.
I also work on online courses and software training/support content.
with Multi-level Content
The paper looks at two of the key problems for learners and those who want to communicate knowledge, which are the problem of structure and the problem of multiple knowledge levels.
To address these problems, I explain the need for texts to include diagrams that show structure and summaries to show different knowledge levels.
In Defence of Summaries: A response to Iain McGilchrist’s critique
There’s an argument that summaries can be detrimental becuase they exclude too much nuance, richness and implicit knowledge.
In this article, I argue that it’s critical that readers have access to both summaries and the detail. That gives them the ability to choose what level of detail that they want.
The Power of Diagrams
Diagrams can do what text can’t: show the relationship between ideas and concepts at a glance. Diagrams also force writers to condense the complexity of their thinking into a simpler essence.
The article gives examples of some skilled communicators have used diagrams to explain their ideas.
‘This paragraph is very important’: The role of attention devices in non-fiction books
All books have key passages that readers need to pay attention to if they are to properly understand the meaning of a book.
In this blog post, I argue that it’s important that author highlight these key passage so that readers can’t miss them. I also give examples of two writers who have used attention devices in interesting ways.
Feedback on my Organising Knowledge paper
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Get in touch
Please have a look around the site and read some of the papers, articles and blog posts. Then, if you would like to explore working with me or have any questions or comments, please send me a message.