The Learn, Experience, Reflect framework is discussed as an overarching guide to training design. The Learn component focuses on the declarative information that learners need to fully learn from the Experience and Reflect portions of training. This often includes didactic presentation of information. The Experience component is generally scenario based and should be used to support learners in applying new knowledge and abstract concepts to realistic situations. The Reflect component employs strategies to encourage learners to reflect on what they have learned and how to apply their new knowledge in the future. Examples and links to theoretical models are provided for each component, along with discussions of how best to employ the capabilities of augmented reality to designing training elements for each component.

If you were not you but about to be born, where would you choose to be born? This book argues that the best society is the one where people feel best about their lives – where they have the highest ’subjective wellbeing’. It shows how wellbeing can be measured and then explained.

This introductory chapter summarises some key findings about the causes and effects of wellbeing. Key personal factors explaining wellbeing include mental health, human relationships (including work) and (less important) income. Key social factors include the quality of citizens’ behaviour, of government, and of personal freedom in your country. The book shows how, using this information, people can improve their own happiness and that of others and how governments can have the wellbeing of the people as their operational goal. Governments have every incentive to do this because wellbeing affects how people vote more than the economy does, and because wellbeing is also hugely beneficial to other goals like life expectancy, educational achievement and productivity. The science of wellbeing is totally inter-disciplinary and of great value to students of psychology, social policy, economics, politics and philosophy. It is central to answering questions about sustainability and ’beyond GDP’.

In order to benefit as much as possible from feedback, students must be involved in important decisions. To achieve a useful level of involvement, students should participate in classroom discources as much as possible. Furthermore, teachers should apply the strategy “No hand up, except for asking a question” and recur to cold calling so that every student has to think about the tasks and activities. The main areas for learner involment are suggestions for learning objectives, fixing success criteria, and using rubrics. Advanced learners can also try to redesign a lesson.

Chapter 27 stresses the importance of connecting assessment with learning and of assessment prior to implementation of instructional design based on the backward design principle (Wiggins & McTighe, 2005). Backward design contrasts sharply with the traditional approach of planning instructional activities first and designing assessment later in the general instructional process. It also urges teachers to set clear learning objectives as the first step of curriculum design. After offering a short overview of key assessment types for different purposes, it presents Integrated Performance Assessment (IPA: Adair-Hauck, Glisan & Troyan, 2013) model by discussing how language proficiency and skills in real use of grammar and vocabulary can be measured in actual performance assessment. Actual students’ outcomes after implementation of IPA in an Advanced Korean class are collected and analyzed based on rubrics that can be used as standards for scoring. The chapter also analyzes whether there are correlations between IPA results and Proficiency outcomes.