To wrap up this series of posts on strategies for learning and performance support, here’s a summary of the characteristics of each. To see the original posts, click on the images above or the column headers below.
| Exposition | Instruction | Guided discovery | Exploration | |
| Examples | Lectures, presentations, policy documents, all types of required reading / viewing / listening | Group instruction, on-job training, self-study materials | Simulations, scenarios, games, discussion, case studies, projects, action learning, coaching | Reading lists, links, online search, unconferences, social networking, social bookmarking, blogs; |
| Role of the teacher/trainer | Subject expert | Instructor | Facilitator | Curator |
| Nature of the learning experience | Learning material is delivered to the learner | From the general to the specific / theory to practice; questioning and practical exercises are used to check for learning at each stage | From the specific to the general; practical exercises and real-world experiences provide a basis for reflection and for the formulation of general principles | The learner uses their own initiative to satisfy their particular needs for information and understanding, making use of available resources |
| Outcomes | Communication of the material according to an established curriculum; no guarantee of the extent to which the material is retained | Knowledge and skills transfer, with relatively predictable results based on specific objectives | Development of insights and deeper levels of understanding; outcomes will vary from learner to learner | Learners access whatever expertise it is they need; outcomes are entirely unpredictable |
| Nature of the interaction | Minimal – perhaps just Q&A | Structured exercises, Q&A | Structured exercises | Ad-hoc, peer-to-peer |
| Who’s in control? | The teacher/trainer – this is a push process | The teacher/trainer – this is a push process | The teacher/trainer – this is a push process | The learner – this is a pull process |
| Suitable for what type of learner | Independent learners and those with more experience of the subject | Anyone, but particularly more dependent learners and relative novices | Anyone, as long as they are well supported and personal risk is minimised | Independent learners and those with more experience of the subject |
| Suitable for what type of learning | Familiarisation with a body of knowledge | All types of knowledge and skill, particularly those that really do have to be acquired | Understanding of principles and processes; attitude shifting; refinement of skills | Just-in-time information; knowledge updates; exploration beyond the curriculum; creating new knowledge |