Ask learners and a practitioner to choose a task that causes repeated confusion.
500 Queens / Just-In-Time Learning
Just-In-Time Learning
Offer useful learning at the moment someone is ready to do a real task.
Follow the connections. Choose your direction.
The need worth working on.
A long course can be hard to fit around paid work, children, care or seasonal employment. At the same time, a short tip is not enough when a task needs supervised practice. Learners need a pathway that respects their time while being honest about what they can safely do after each step.
What the enterprise could offer.
Develop small, task-based learning modules with practitioners and adult learners. Begin with a low-risk practical skill, offer text, audio and visual explanations, and connect the lesson to a piece of work the learner can show. Specialist or accredited tasks would need their own qualified teaching pathway.
People to build with
- Adult learners returning to study or changing careers
- Regional workers learning a new workplace tool
- Small organisations onboarding people with varied prior experience
One task, one useful lesson
Observe how people currently learn it and record the missing explanation.
Build a short module with a practical exercise and an offline option.
Watch learners attempt the task without stepping in too early.
Revise the material and identify when a human teacher is still required.
The first result
A tested learning module, example work and a clear next-step guide.
What needs to be demonstrated.
Practical pilot
The starting evidence
A bounded adult-learning pilot can be tested with existing teaching tools.
The open question
The source defines no curriculum, learner group, teaching partner or recognised qualification.
The next measurement
Compare learners' ability to complete and explain the task before and after the module.
Build the means to deliver.
Useful capabilities and resources
- A practitioner and adult-learning designer
- Paid learner feedback
- Accessible formats and a simple delivery platform
A possible business model
Organisation-funded onboarding or paid learning bundles, with affordable access designed alongside any commercial offer.
A leadership decision to practise
Let learners help decide the pace, format and evidence of success. Avoid measuring only how many modules they click through.
People, consequences and decisions.
- Bite-sized content can conceal the need for supervised practice.
- An online-only design may exclude low-connectivity learners.
- Completion badges may be mistaken for formal competence.
If equality were being designed now...
- Can a learner pause for care or shift work without losing progress?
- What would make this useful for someone learning in a second language?
Begin with women's own experiences across bodies, ages, cultures and places. Invite disagreement and choose a practical change together.
Create a women-led design brief →Build your learning council.
Build alongside these ideas.
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Co-design an Aura support tool around a disabled person's chosen task and control.
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Follow existing public concept work.
Connected public conceptReady S.E.T. Cultural Intelligence Node
Explore shared local computing alongside sustainable employment, training, media, making and cultural collaboration.
Connected public conceptStraddie Maker-Space Lab
A proposed Dunwich maker-space connects useful production, repair, shared tools and practical learning.
From the original suggestion to a working brief.
Developed from original enterprise 92 in the 500 Queens VC NEW Long presentation (slide 18) and the planning document (page 8). This expanded brief is a proposed development path, not evidence of an operating venture or a confirmed partner.
Original title: Just-In Time Learning. The pilot, business model and learning connections on this page are proposed developments of that original idea.