Designing Faith Formation Playlists
Understanding Playlists
Faith Formation 2.0 is designed as online Playlists of curated content and experiences focusing on a particular theme or topic. A playlist weaves together these learning experiences into a sequenced pathway centered on a common theme. Playlists broaden opportunities to engage in cohesive, interest-driven connected learning experiences that combine a variety of settings for learning: online, peers, families, intergenerational, community, and world.
Playlists provide the learning path and are an essential ingredient in all five of the examples of online and blended programming above.
Playlists are designed with micro-learning experiences: short-form 5, 10, 15 minute learning experiences designed for anywhere, anytime learning that be combined into multi-part learning programs. We can curate a series of micro-learning experiences on a digital playlist to engage people in all types of faith formation content. Breaking content into small learning units, micro learning, will enhance comprehension and retention of knowledge, skills, and practices.
Playlists are designed with multiple ways of learning incorporating the eight multiple intelligences (see Howard Gardner) into learning experiences, providing a greater variety of ways for people to learn. While not every playlist can incorporate activities for all eight intelligences, having a greater variety of ways to learn promotes more effective learning and engages people more fully in the learning experience.
Playlists are designed with practice-oriented learning, incorporating real-life application activities into the learning experience. Practice is a part of the learning process, not the result of it. Research is demonstrating that people learn more deeply when they apply knowledge to real-world problems and when they take part in projects that require sustained engagement and collaboration.
Playlists are designed with a mix of methods and media. Here is a list to illustrate the great variety of activities that can be included in a playlist.
Playlists can utilize a variety of learning apps that provide easy ways to create interactive learning and engage participants in creating projects to demonstrate their learning. Here are examples by method. See the “Digital Learning Methods and Apps” at the end of this document for the descriptions and links to each app.
Playlists provide the learning path and are an essential ingredient in all five of the examples of online and blended programming above.
Playlists are designed with micro-learning experiences: short-form 5, 10, 15 minute learning experiences designed for anywhere, anytime learning that be combined into multi-part learning programs. We can curate a series of micro-learning experiences on a digital playlist to engage people in all types of faith formation content. Breaking content into small learning units, micro learning, will enhance comprehension and retention of knowledge, skills, and practices.
Playlists are designed with multiple ways of learning incorporating the eight multiple intelligences (see Howard Gardner) into learning experiences, providing a greater variety of ways for people to learn. While not every playlist can incorporate activities for all eight intelligences, having a greater variety of ways to learn promotes more effective learning and engages people more fully in the learning experience.
- verbal-linguistic (word smart, book smart)
- logical-mathematical (number smart, logic smart)
- visual-spatial (art smart, picture smart)
- bodily-kinesthetic (body smart, movement smart)
- musical-rhythmic (music smart, sound smart)
- naturalist (nature smart, environment smart)
- interpersonal (people smart, group smart)
- intrapersonal (self-smart, introspection smart).
Playlists are designed with practice-oriented learning, incorporating real-life application activities into the learning experience. Practice is a part of the learning process, not the result of it. Research is demonstrating that people learn more deeply when they apply knowledge to real-world problems and when they take part in projects that require sustained engagement and collaboration.
Playlists are designed with a mix of methods and media. Here is a list to illustrate the great variety of activities that can be included in a playlist.
- Reading short articles and stories
- Writing reflections or keeping journaling
- Storytelling and creating stories
- Viewing videos
- Listening to podcasts
- Creating a video or podcast
- Conversing with others (online chat, Facebook Groups)
- View and/or creating art
- Viewing and/or taking photographs
- Viewing and/or engaging in drama or writing a drama
- Viewing and/or conducting a demonstration
- Experiencing games and/or simulations
- Analyzing and/or creating a case study
- Viewing and/or creating an exhibit
- Experiencing and/or creating prayer and rituals
- Taking a field trip or tour (virtual or physical)
- Participating in a mission trip
- Engaging in and/or creating a service/action project
- Developing a mentor relationship
- Taking online quizzes
- Engaging in personalized skill practice with online resources
Playlists can utilize a variety of learning apps that provide easy ways to create interactive learning and engage participants in creating projects to demonstrate their learning. Here are examples by method. See the “Digital Learning Methods and Apps” at the end of this document for the descriptions and links to each app.
- For creating podcasts: Anchor
- For creating videos: Animoto, Clips, Flipgrid, Kapwing, Loom, Magisto, Typito, WeVideo
- For creating animated videos: PowToon, PuppetMaster
- For making a video into a lesson: Edpuzzle
- For creating publications: Book Creator
- For making animated GIFs: Brush Ninja
- For giving photos a voice by taking a picture: Chatterpix Kids
- For creating interactive lessons: Deck.Toys. Nearpod
- For creating multi-media blogs: Edublogs
- For creating presentations: Genially
- For creating multi-media posters: Glogster
- For creating scavenger hunts: GooseChase
- For drawing and animating: Green Screen by Do Ink
- For creating online binders: LiveBinders
- For engaging discussions: NowComment
- For creating boards, documents, and webpages: Padlet
- For creating digital stories: Pixie
- For creating digital stories using photos: PhotoPeach
- For creating digital flashcards and interactive games: Quizlet
- For creating immersive 360 tours: Tour Creator
- For creating playlists and newsletter: Wakelet
Designing Playlists
There are at least two ways to design faith formation playlists: 1) a menu approach of faith forming activities on a topic or theme, and 2) a sequenced learning design on a topic. Select the approach that will work best with your goals and target audience. First we will look at how to use your existing curriculum and program resources.
For curated lists of digital faith formation resources that can be used to create playlists go to the Curate section.
Transforming Your Current Curriculum Resources, Texts, and Programs into Playlists
Most churches do not need to start from scratch to create playlists. You already own curriculum resources, textbooks, and programs that can be transformed into playlists for age groups and whole families. Curriculum resources for children and adolescents already use a learning process designed in an educational program to be taught in a physical location. The task is to translate these sessions into online playlists.
Use the lesson plans or program designs you already have and create online playlists for at-home, small group, and/or self-directed online learning sessions (in a menu or sequenced approach). Publish these playlists on a website or use a learning platform like Edmodo. Add video conferencing or live streaming presentations to add a synchronous component to the program design. Create a Facebook Group or other group sharing app for interaction and discussion. Review all of the digital tools, methods, media, and learning apps already presented to assist you.
Approach #1. A Menu of Faith Formation Activities on a Topic or Theme.
In the Menu approach activities and experiences are organized by categories, such as Learn, Read, Watch, Listen, Participate, Pray, Live. People are given a variety of options for faith formation in each category from which they can select activities. You might want to include how long each activity will take.
Playlist for Adult Bible Study
Here is an example of a Bible study playlist on the Gospel of Luke that offers a variety of ways to explore the Gospel. This template can be applied to other books of the Bible, and to most themes or topics. Each of the offerings would include a description of the activity and a link to activity (if it is not included within the playlist).
Read
Watch
Participate
Listen
Pray and Reflect
Playlist for a Church Season at Home
Here is an example of a Playlist for children and parents for Lent. The activities can be organized into categories like the adult Bible study example. Each year there are dozens of free activities produced for Advent, Christmas, Lent, Holy, Easter, Pentecost, and more that you can use. Each activity would be described with links to the activities (if not included on the web page).
Approach #2. Sequenced Learning on a Topic or Theme.
In the Sequenced approach a learning process structures the faith formation experiences and activities. Sequenced playlists include synchronous and asynchronous activities. A simple process for learning, based on the 4MAT learning cycle developed by Dr. Bernice McCarthy has four movements: 1) engage the learner in the topic or theme, 2) explore the topic of theme, 3) practice and demonstrate learning, and 4) perform/present the project. (See https://aboutlearning.com.)
For curated lists of digital faith formation resources that can be used to create playlists go to the Curate section.
Transforming Your Current Curriculum Resources, Texts, and Programs into Playlists
Most churches do not need to start from scratch to create playlists. You already own curriculum resources, textbooks, and programs that can be transformed into playlists for age groups and whole families. Curriculum resources for children and adolescents already use a learning process designed in an educational program to be taught in a physical location. The task is to translate these sessions into online playlists.
Use the lesson plans or program designs you already have and create online playlists for at-home, small group, and/or self-directed online learning sessions (in a menu or sequenced approach). Publish these playlists on a website or use a learning platform like Edmodo. Add video conferencing or live streaming presentations to add a synchronous component to the program design. Create a Facebook Group or other group sharing app for interaction and discussion. Review all of the digital tools, methods, media, and learning apps already presented to assist you.
Approach #1. A Menu of Faith Formation Activities on a Topic or Theme.
In the Menu approach activities and experiences are organized by categories, such as Learn, Read, Watch, Listen, Participate, Pray, Live. People are given a variety of options for faith formation in each category from which they can select activities. You might want to include how long each activity will take.
Playlist for Adult Bible Study
Here is an example of a Bible study playlist on the Gospel of Luke that offers a variety of ways to explore the Gospel. This template can be applied to other books of the Bible, and to most themes or topics. Each of the offerings would include a description of the activity and a link to activity (if it is not included within the playlist).
Read
- Learn about the Gospel of Luke at Enter the Bible: outline, background, introductory issues, and theological themes (https://www.enterthebible.org/newtestament.aspx?rid=4)
- Read Luke: Everyone Bible Study Guides by N.T. Wright (IVP Connect)
Watch
- Explore the Gospel of Luke in a five-part, animated video series from The Bible Project (https://bibleproject.com/explore/gospel-series)
- Watch the Gospel of Luke movie on Netflix – word-for-word Bible texts of the entire book of Luke are narrated and re-enacted in this epic production of the Gospel's accounts of Jesus's life. (https://www.netflix.com/title/81035749)
Participate
- Join an 8-session online Bible study of “The Gospel of Luke” on Yale Bible Study with Dr. David L Bartlett and Dr. Allen R. Hilton (https://yalebiblestudy.org/courses/the-gospel-of-mark)
Listen
- Listen to the audio program “How to Read and Understand the Gospel of Luke and the Acts of the Apostles” by Fr. William L. Burton, O.F.M., SSL, STD (https://www.learn25.com/product/how-to-read-and-understand-the-gospel-of-luke-and-the-acts-of-the-apostles)
Pray and Reflect
- 50 Day Bible Challenge: A Journey with Luke by Marek P. Zabriskie. Join the journey with Luke with fifty days of scripture readings, meditations, and prayers written by dynamic spiritual leaders from around the world. (https://www.forwardmovement.org/Products/2399/a-journey-with--luke.aspx)
Playlist for a Church Season at Home
Here is an example of a Playlist for children and parents for Lent. The activities can be organized into categories like the adult Bible study example. Each year there are dozens of free activities produced for Advent, Christmas, Lent, Holy, Easter, Pentecost, and more that you can use. Each activity would be described with links to the activities (if not included on the web page).
- Video: “Lent in 3 Minutes” introduction to Lent video (rom Busted Halo
- Video: Ash Wednesday and Lent from Chuck Knows Church videos
- Daily Lenten prayers
- Daily Scripture readings
- Lenten calendar with short activities for each
- Ash Wednesday service at home
- Lenten service projects: at home, at church, in the community and world
- Daily devotional for Lent for children and for adults/parents
- Video commentary for each Sunday Gospel reading in Lent
- Creative activities for each Sunday of Lent and Holy Week (like
- Weekly symbol and ritual activity
- Rituals: Stations of the Cross
- Children’s storybooks on the themes of each Sunday’s lectionary readings from Storypath (http://storypath.upsem.edu)
Approach #2. Sequenced Learning on a Topic or Theme.
In the Sequenced approach a learning process structures the faith formation experiences and activities. Sequenced playlists include synchronous and asynchronous activities. A simple process for learning, based on the 4MAT learning cycle developed by Dr. Bernice McCarthy has four movements: 1) engage the learner in the topic or theme, 2) explore the topic of theme, 3) practice and demonstrate learning, and 4) perform/present the project. (See https://aboutlearning.com.)
Playlist Design
Here is an example of a playlist design for all ages that includes synchronous and asynchronous activities. It is designed as a four-session mini-course (though it would be easy to make this six sessions) on a particular theme or topic. It could easily be re-designed into an asynchronous playlist, especially after the live session in week one is video recorded. It also provides a way to use your curriculum resources and programming in a playlist format. The sequenced learning process can be used effectively with all five of the examples of online and blended programming describe in #4 above.
Week 1. Engage the learner in the topic or theme (synchronous)
Begin the playlist with a synchronous live streamed session (on Zoom or Facebook Live or YouTube Live) to “gather” the group, introduce the topic/theme, and show how it connects to the life of the learner. One or more methods can be used, e.g., a combination of presentation, demonstration, video, storytelling, and even participant contributions if you use Zoom.
Week 2. Explore the topic of theme (asynchronous)
Learners select one or more activities that go deeper into the topic or theme. This can take many forms (video, audio, text, reading, prayer or ritual, etc.)
Week 3. Practice and demonstrate learning (asynchronous)
Learners use a variety of methods to create an activity, individually or with others in the group, that demonstrate learning. The learning apps (listed previously) can provide a creative way to design an activity.
Week 4. Perform and present the project (synchronous)
The conclusion of the mini-course engages the learners in presenting what they have created to demonstrate their learning (using Zoom or Google Meet).
Design a Playlist Using the Four Movements
The following questions are intended as a guide for designing the four movements of the learning process.
1.Engage the Learner
The question to be answered is “Why?” Why is this of value to me? Why do I sense the need to know this? This is something that intrigues them (a problem to solve), or connects to them (a situation that has real meaning in their lives), or touches them in a way that links to their faith or spirituality.
2.Explore the Topic
The question to be answered is “What?” What is out there to be known? What do the experts know about this? What is the nature of the knowledge I am pursuing?
3.Practice and Demonstrate
The question to be answered is “How?” How will this be of use in my life? This is where learners take the learning and do something with it, something that has meaning for them. This is where relevance is demonstrated.
4.Perform and Present
The question to be answered is “What If?” If I use this in my own way, what will happen? What can I create and how will that creation expand, enhance, and maybe even transform the world I know? The word “per-form” means to form through and that is the essence of this step. It represents the merging of the learning and the learner.
Dr. Bernice McCarthy emphasizes that knowledge must be used. It must operate in one’s life. And because all human beings are unique, we use and then integrate learning in our own inimitable, incomparable ways. What we learn is transformed into a particular use, a distinct way of doing, a matchless refinement of a method, a unique understanding. It is transformed. It becomes for us. It is in the transformation that real understanding happens.
Examples of Methods for Each Stage of the Process
The following methods are suggested for each movement of the learning process. Not all methods will apply to online faith formation using a playlist. The list of methods and media, and of learning apps listed previously can also be used to design each step of the learning process.
1.Engage the Learner: Why do learners need to know this?
2.Explore the Topic: What is it that we are teaching (or engaging) the learners?
3.Practice and Demonstrate: How will the learners use it in their lives?
4. Perform and Present: What will the learners become and do as a result of the learning experience?
Here is an example of a playlist design for all ages that includes synchronous and asynchronous activities. It is designed as a four-session mini-course (though it would be easy to make this six sessions) on a particular theme or topic. It could easily be re-designed into an asynchronous playlist, especially after the live session in week one is video recorded. It also provides a way to use your curriculum resources and programming in a playlist format. The sequenced learning process can be used effectively with all five of the examples of online and blended programming describe in #4 above.
Week 1. Engage the learner in the topic or theme (synchronous)
Begin the playlist with a synchronous live streamed session (on Zoom or Facebook Live or YouTube Live) to “gather” the group, introduce the topic/theme, and show how it connects to the life of the learner. One or more methods can be used, e.g., a combination of presentation, demonstration, video, storytelling, and even participant contributions if you use Zoom.
Week 2. Explore the topic of theme (asynchronous)
Learners select one or more activities that go deeper into the topic or theme. This can take many forms (video, audio, text, reading, prayer or ritual, etc.)
Week 3. Practice and demonstrate learning (asynchronous)
Learners use a variety of methods to create an activity, individually or with others in the group, that demonstrate learning. The learning apps (listed previously) can provide a creative way to design an activity.
Week 4. Perform and present the project (synchronous)
The conclusion of the mini-course engages the learners in presenting what they have created to demonstrate their learning (using Zoom or Google Meet).
Design a Playlist Using the Four Movements
The following questions are intended as a guide for designing the four movements of the learning process.
1.Engage the Learner
The question to be answered is “Why?” Why is this of value to me? Why do I sense the need to know this? This is something that intrigues them (a problem to solve), or connects to them (a situation that has real meaning in their lives), or touches them in a way that links to their faith or spirituality.
- What will you do to get your learners excited about the content of the session?
- What experience will you create that will inspire them to learn what you’re about to teach?
- What discussion techniques will you use to give learners the opportunity to share what just happened in the experience you created?
2.Explore the Topic
The question to be answered is “What?” What is out there to be known? What do the experts know about this? What is the nature of the knowledge I am pursuing?
- What is the key content for the session?
- How you will teach or engage the learner with the content?
3.Practice and Demonstrate
The question to be answered is “How?” How will this be of use in my life? This is where learners take the learning and do something with it, something that has meaning for them. This is where relevance is demonstrated.
- How will you determine if the learners understood the content?
- What kind of practice is involved?
- Where does your concept exist in life? Where is it useful?
- Can you give learners an opportunity to interpret material, and adapt it to their lives and unique perspectives?
- What will they do to show and use their new understandings and skills? Choose projects or performance requirements that are meaningful and useful in real life.
4.Perform and Present
The question to be answered is “What If?” If I use this in my own way, what will happen? What can I create and how will that creation expand, enhance, and maybe even transform the world I know? The word “per-form” means to form through and that is the essence of this step. It represents the merging of the learning and the learner.
- What will the learners be able to do that they can’t do now?
- How will they synthesize the learning?
- How will learners explain or perform their work?
- What procedures will you put in place for feedback and mentoring?
Dr. Bernice McCarthy emphasizes that knowledge must be used. It must operate in one’s life. And because all human beings are unique, we use and then integrate learning in our own inimitable, incomparable ways. What we learn is transformed into a particular use, a distinct way of doing, a matchless refinement of a method, a unique understanding. It is transformed. It becomes for us. It is in the transformation that real understanding happens.
Examples of Methods for Each Stage of the Process
The following methods are suggested for each movement of the learning process. Not all methods will apply to online faith formation using a playlist. The list of methods and media, and of learning apps listed previously can also be used to design each step of the learning process.
1.Engage the Learner: Why do learners need to know this?
- Actual case studies
- Stories (audio, video, illustrated)
- Personal storytelling
- Direct experience, like a field trip
- Simulated experience or game
- TV-style game show
- Interactive dialogue
- Personal reflection/journal
- Feature film segment
- Media presentation: images and music
- Dramatic presentations
- Personal reflection tool/worksheet
- Quiz
- Self-assessment or inventory
- Prayer or ritual experience
- Witness presentations
2.Explore the Topic: What is it that we are teaching (or engaging) the learners?
- Video presentation
- Audio presentation
- PowerPoint presentation with content and images/music
- Guided reading and research
- Interviewing experts
- Demonstration
- Prayer or ritual experience
- Panel presentation
- Study groups: read and analyze/reflect on selecting readings, and present findings in a small group or to the large group
- Debate
- Inquiry-oriented discussion
3.Practice and Demonstrate: How will the learners use it in their lives?
- Case study demonstrating how to use the information
- Practice activities and exercises
- Mentoring
- Role play / skill practice
- Field work
- Simulations
- Demonstrations
- Panel presentations
- Compare and contrast activities
- Creative writing activity
- Creative activity: art project, song/music video, video, drama
4. Perform and Present: What will the learners become and do as a result of the learning experience?
- Conduct a demonstration
- Write a report, article, or story describing performance to share with others
- Create action plans
- Create a photo or video documentary of practice
- Field trip or action project
- Participate in a church ministry
- Keep a journal of performance efforts
- Get involved in an action learning project (service project, teaching others, leading an activity).
