Ever found yourself underwater in your car? No? Me neither.
(‘In the neighbourhood’ being a decidedly North American context, as I’m not sure Europeans would consider Paris and Amsterdam in the same neighbourhood.)
One of the many things we talked about (more about that later in future posts) was the effects of the many canals there. If you’ve not been fortunate enough to visit Amsterdam know that it is crisscrossed with canals like ribbons in a child’s hair.
Turns out that some canals don’t have barriers between where you park and the edge of the water (see the picture above as an example). Turns out that part of learning to drive in Amsterdam includes learning what to do if you find yourself having inadvertently driven into a canal.
Gerd tells me that you must do what is counter intuitive. Rather than scrambling madly to get out of the car you must wait until the water is almost to the top of the roof. Craning your neck up and forcing your mouth into the air pocket until the last minute, it’s only then that the pressure will have equalized enough between outside and inside the car for you to be able to open the door and swim up and out.
Driving lessons have their own learning context. My lessons didn’t include what to do if I found myself underwater in my car but perhaps they included something Gerd’s didn’t.
Like with training and development context is paramount. What do you need to know about your learner’s context in order to create engaging learning opportunities that are rife for the uptake?