This guide looks at successful management of learning in short courses and workshops. An introduction reviews ideas underpinning the content; considers the meanings of "short courses" and "workshops;" and reviews conceptions of short course learning in the settings and cultures in which they occur. Chapter 1 introduces precision to the process of course development and the concepts of aims and learning outcomes. Chapter 2 reviews these factors that form the learning context: the vocabulary of learning, common understandings and images of learning and their influence on learners, role of more formal views of learning, and environment. Chapter 3 examines the quality of learning required to impact practice, reviews recent work on approaches to learning, and relates these to the results of learning in a "map of learning and the representation of learning." Chapter 4 explores differences between learners and means of handling this. Chapter 5 reviews the context of instruction. Chapter 6 focuses on ways in which instruction or facilitation of learning best supports the quality of learning that will impact practice and looks at technical qualities of good instruction. Chapter 7 is about designing courses to achieve impact. Chapter 8 describes the 12 course components identified in Chapter 7 (course planning or administration; actual instruction or delivery; activities to facilitate group functioning; activities to support the learner in implementing change in practice; provision of course overviews; reflective activities; other activities to deepen or enable integration of learning; activities to support individual learning or coping behaviors; assessment activities to evaluate personal learning; and course evaluation). Chapter 9 summarizes main points and acts as a quick reference or checklist for course development. (Appendixes include 110 references and index.) (YLB)