William Horton introduces a method for developing learner activities for eLearning using the Absorb/Do/Connect approach in his book, “E-Learning by Design.” This approach can help instructional designers determine the kind of instructional content to present to learners as it relates to learning and instructional objectives. The following is a summary of each of the three activity types to include examples to relay further the purpose of an activity and potential use methods.

ABSORB

Absorb activities are presented with content that learners can (typically) observe and evaluate to gain new knowledge and insight or further their knowledge and solidify their understanding in ways that align to the learning objective(s).

Absorb activities incorporate content in the form of video, text, an audio insert, or illustration.

Key Takeaway: Material presented in an absorb activity allows a learner to take in new information via observation with the expectation that the learner will engage with various media and absorb the information presented in it.

DO

Do activities allow learners to implement learning and practice applying their knowledge and/or skill in the relevant context. Ideally, the learner is offered feedback for their response and performance to make sense of how various decisions and actions impact outcomes.

Do activities may include assessments, gamification, simulations, or step-by-step/guided practice.

Key Takeaway: Do activities allow learners to practice and apply their knowledge to gauge how they consider and make use of what they know or have recently learned. Do activities aim for learners to demonstrate their ability to appropriately and effectively apply their knowledge.

CONNECT

Connect activities help transfer learning for future or ongoing application and often serve as a reference point that allows instructions to remain relevant beyond their initial encounter with the learning opportunity.

Connect activities can provide an opportunity that allows a learner to make use of their knowledge in a real-world (or authentic) setting, and often in real-time via activities such as guided research assignments, conducting an interview, or participating in a group discussion. Connect activities don’t have to be as involved as the previous examples and aim to serve more as a resource in the form of a job aid, glossary index, or other viable aid or reference material.

Key Takeaway: Connect activities can provide learners a way to “make sense” of what they learn and think more critically about effectively using new and former knowledge.