A recorded course gives learners access to your explanation. The next design question is what they do with it. A useful starting point is one concept, one practical decision and one opportunity to get feedback.
You can use the process below with a workshop recording, an audio lesson or a written guide. It is a design exercise you can try before choosing any platform.
1. Choose something the learner can use
Start with a specific capability. “Understand critical thinking” is broad. “Notice an assumption before making a decision” gives you something to practise.
Write a sentence beginning: After this lesson, the learner can… Finish it with an action you could observe. Explain, compare, choose, diagnose or apply are useful verbs when they match your subject.
2. Find the source that teaches it
Choose the part of your material that explains the concept well. Keep the surrounding context available: an example can lose its meaning when separated from a qualification or exception.
Make a note of where the explanation lives. A chapter, page, section or timestamp gives learners a way back to your teaching. Ask whether that source supports the exact point you want them to practise.
3. Ask a question that reveals the reasoning
For the assumption example, give learners a statement: “More information always leads to better decisions.” Ask what the statement takes for granted.
A multiple-choice question can provide a simple entry point. Follow it with a reason: Why did you choose that answer? What word in the statement led you there? The explanation is often more useful to the teacher than the selected letter.
4. Make the feedback useful
Feedback should show a way forward. If a learner focuses on speed, you might direct attention to the word “more” and ask whether the quality of information matters. If they identify the assumption, invite them to test it.
Avoid treating every unexpected answer as a failure. Learners may bring a different context or a valid interpretation. Decide when an answer needs discussion with a teacher.
5. Move into the learner’s world
Ask for a small application: “Think of a decision you are making. What information would help, and what would only add noise?” The activity connects your explanation to a situation the learner recognises.
Give a clear boundary if the topic touches a consequential decision. Practice should not imply that an AI mentor can make a medical, legal or financial judgement for the student.
6. Define the next step
A learner who is still unsure might revisit a contrasting example. Someone who can explain and apply the idea might move to evaluating sources. Decide this sequence from the teaching goal, rather than from a desire to keep a streak alive.
Try it on one lesson
Choose a lesson your learners already find valuable. Draft the six parts, run the activity with a small group and ask where the instructions or feedback were unclear. Treat the first version as something to improve.
For a worked interaction, try the Acadasco learning example. To explore this with your own material, tell us about your teaching.