#Focused Learning Objectives

[maxlearnmicrolearningplatform]

The Three Big Blunders in E-learning Design and How to Avoid Them

E-learning has revolutionized education and training, making it accessible, flexible, and scalable. However, despite its numerous benefits, e-learning can sometimes fall short of its potential due to common design mistakes. These blunders can lead to disengaged learners, poor retention, and ultimately, ineffective training programs. To ensure your e-learning courses are impactful and successful, it’s crucial to recognize these pitfalls and know how to avoid them. Here are the three big blunders in e-learning design and strategies to circumvent them.

1. Overloading with Information

One of the most significant mistakes in e-learning design is overwhelming learners with too much information at once. This "information overload" can lead to cognitive fatigue, reduced retention, and disengagement.

Why It Happens

E-learning designers often aim to cover as much content as possible, thinking that more information equates to better learning. This is especially true when trying to accommodate comprehensive subjects within limited time frames.

The Impact

When learners are bombarded with excessive information, they struggle to process and retain it. This can result in a shallow understanding of the material and an inability to apply what they’ve learned in real-world situations.

How to Avoid It

Chunking Content: Break down information into smaller, manageable chunks. This helps learners process and retain information more effectively. Use modules or sections that focus on a single concept or skill at a time.

Focused Learning Objectives: Define clear and specific learning objectives for each module. Ensure that all content aligns with these objectives and avoid including extraneous information.

Progressive Disclosure: Introduce information gradually, revealing more complex details as the learner progresses. This method prevents cognitive overload and allows learners to build upon their knowledge incrementally.

Multimedia Balance: Use a mix of text, images, videos, and interactive elements to present information. This variety keeps learners engaged and caters to different learning styles, enhancing comprehension and retention.

2. Lack of Interactivity

Another major blunder in e-learning design is creating passive learning experiences. E-learning that lacks interactivity can result in disengaged learners who struggle to stay motivated and absorb the material.

Why It Happens

Designers sometimes prioritize content delivery over engagement, focusing on conveying information rather than involving learners in the learning process. Additionally, there might be constraints related to time, budget, or technical resources.

The Impact

Passive learning experiences can lead to boredom, disengagement, and lower retention rates. Learners are less likely to internalize and apply the material if they are not actively involved in the learning process.

How to Avoid It

Interactive Elements: Incorporate interactive elements such as quizzes, simulations, drag-and-drop activities, and scenario-based learning. These activities encourage active participation and help learners apply what they’ve learned.

Gamification: Use gamification techniques like points, badges, leaderboards, and challenges to make learning more engaging and fun. Gamification taps into learners’ competitive instincts and can increase motivation.

Real-World Scenarios: Design exercises and assessments that mimic real-world scenarios. This contextual learning helps learners understand the practical application of the content and enhances engagement.

Frequent Feedback: Provide immediate and constructive feedback on learners’ performance. This helps learners understand their progress, reinforces learning, and keeps them motivated.

3. Neglecting User Experience (UX) Design

Neglecting user experience (UX) design is a critical blunder that can undermine the effectiveness of an e-learning course. Poor UX design can lead to frustration, disengagement, and ultimately, a failed learning experience.

Why It Happens

E-learning designers might focus heavily on content creation and overlook the importance of intuitive and user-friendly design. Limited UX expertise and insufficient user testing can also contribute to this issue.

The Impact

A poorly designed user interface (UI) can confuse and frustrate learners, making it difficult for them to navigate the course, access content, and complete activities. This can lead to high dropout rates and poor learning outcomes.

How to Avoid It

Intuitive Navigation: Design a clear and intuitive navigation structure. Ensure that learners can easily find and access the content they need. Use consistent menus, buttons, and icons to guide learners through the course.

Responsive Design: Ensure that your e-learning course is accessible on various devices, including desktops, tablets, and smartphones. A responsive design adapts to different screen sizes and orientations, providing a seamless learning experience.

Accessibility: Make your e-learning course accessible to all learners, including those with disabilities. Use alt text for images, provide transcripts for videos, and ensure that all interactive elements are keyboard navigable.

User Testing: Conduct user testing with a sample of your target audience before launching the course. Gather feedback on the design, navigation, and overall user experience, and make necessary adjustments based on this feedback.

Consistent Visual Design: Use a consistent visual design throughout the course. This includes fonts, colors, and layouts. Consistency helps learners focus on the content rather than getting distracted by varying design elements.

Implementing Best Practices

To ensure your e-learning courses avoid these common blunders and deliver effective learning experiences, consider the following best practices:

Start with the Learner in Mind: Understand your audience’s needs, preferences, and learning styles. Tailor your content and design to meet these needs.

Iterative Design Process: Use an iterative design process that incorporates feedback and continuous improvement. Regularly update and refine your course based on learner feedback and performance data.

Collaborate with Experts: Work with subject matter experts, instructional designers, and UX professionals to create a well-rounded and effective e-learning course.

Continuous Professional Development: Stay updated on the latest trends and best practices in e-learning design. Participate in professional development opportunities and communities of practice.

Conclusion

Effective e-learning design requires a balance of well-organized content, engaging interactivity, and a user-friendly experience. By avoiding the blunders of information overload, lack of interactivity, and poor UX design, you can create e-learning courses that not only capture learners' attention but also enhance their knowledge retention and application. Remember to focus on clear learning objectives, incorporate interactive elements, and prioritize intuitive design to deliver impactful and successful e-learning experiences.

[dinerfries]

classic pen!

[dykedvonte]

I hate the stretch lines in the front of Curly's uniform because that means the devs rushed to make a model in like a month or so and thought "They gotta at least know he has huge knockers, gotta know he's got back pain." Cause like what is the thematic importance of his tits having overhang?

What responsibility is that representing? Breast reduction? It shows an inherent greed in his character due to the excess and heshouldletmeholdone and that he clearly is blinded cause if he tries to look down his damn ladder all he's seeing is his own cleavage.

[makotonaegiunderstander]

something I’ve been thinking abt is how many people think Makoto is immune to despair. I don’t think he is. I think becoming the ultimate Hope was BECAUSE he felt despair. He wouldn’t have fully reached that point without Junko. Makoto becoming such a beacon was his last attempt to avoid completely falling and it wasn’t because he didn’t feel despair, it was because he was too damn stubborn to allow everything to go to waste and he refused to sacrifice his beliefs for someone else’s. His inner monologue tells me he DID experience the same new low the other suvivors did in the final trial, but at the point where he had the choice to give up and die, he looked at the others and he looked at Junko and he couldn’t allow it to happen, not out of self preservation, but because the idea that Junko would have control over their lives made him FURIOUS. and that utter refusal to die kicked in, wether luck or otherwise, and he made the concious effort for one last push while something in him was breaking. He had to be broken in order for the Ultimate Hope to come through so aggressively, bc it could only exist in the face of the Ultimate Despair. He snapped the same way she did, but in the other direction. In what could have been his final moments he chose to embody everything Junko wasn’t, and every single optimistic and luck fueled ideal in him suddenly charged forward and pushed him. It was a combination of the final straw and a choice. Makoto isn’t immune to feeling despair, he’s just too stubborn to fall into it of his own volition. I think that’s why I like that scene in DR3 so much. People were SO SHOCKED Makoto actually fell for the tape, that he actually became despair for a moment. I saw people getting mad or disappointed, saying it was pathetic and Makoto seemed to fall from some sort of pedestal for them. Honestly part of me wonders if that sort of mentality, which clearly people had in universe, affected Makoto a bit. Like he started to see himself as less of a person, subconsciously. Prompting him to take more risks, less self preservation, act way more bold. It seems he has to be reminded a lot not to put himself in danger by his friends, to not do something too reckless. All over the place I would see in regards to that scene either this frivolous ‘oh this was just angst drama with no meaning behind it’ or ‘he can do better than that. he’s so weak’ or ‘come on, there’s no way he’d fall into despair, he’s the Ultimate Hope!’ This kind of mentality, which was kind of ironic considering Ryota was there the entire time saying the same thing and treating Makoto the same way. Like Makoto was superhuman. Like Makoto didn’t feel despair the same way ‘normal people’ did. In a way that was also how Munakata saw Makoto. Makoto stopped being a PERSON to the world when he became Ultimate Hope, he became a concept, a belief system, much the same way Junko ascended beyond herself. But the difference is that treating Makoto that way is the opposite of the reason Makoto became such a representative for hope. He wasn’t doing something no one else could. He was doing something everyone had the chance to, he just… was a little more optimistic, a little more stubborn, a little more ‘gung-ho’ about things. He just took the lead where no one else did, where no one else knew they even COULD in the face of Junko’s unstoppable force. She had overcome the biggest threats and obstacles in the world, what could one person do? And the answer Makoto found was, anything. Everything. It doesn’t all rest on Makoto, he’s just the one that was inspired to try to do what seemed like the impossible. But as evidenced by the change in his friends after that trial, it’s clearly not something only Makoto is capable of. The others pulled out of despair thanks to Makoto, but it was their choice to do so.

“But… this world is so huge, and we’re so small. What can we do…? No, we can probably do anything. Yeah! We can do anything!”

[cabeswaterdrowned]

Sorry (not) but I find anyone who acts like Blue is making something out of nothing when she’s mad Adam’s first question is about the kissing to be like. Deeply suspicious. Of course she is mad that’s the first thing he asked her! They’ve been walking on eggshells around each other and not really communicating since the last aborted kiss attempt which is on both of them to some degree, but when he comes around to her it’s only for this and when she has so many fears and insecurities about not properly belonging in the gang because she’s a girl (which is founded based on the fact aside from Noah they’ve all been misogynistic towards her at some point even if it was passive) and not being respected, when she’s also an outsider at home because of a different thing she can’t control. And you can not say that her feeling Adam is treating her like a thing to have and not a person he connects with is unfounded he again literally “I got Blue without you!” screamed at Gansey, consistently going to her after they fight (he did it end of TRB after repugnant too) to validate himself or just generally when he’s falling apart looking for validation from her like in the apartment scene. It’s not a bad thing to seek validation from your partner and in TRB before I’d say the last quarter I think Blue and Adam were genuinely connecting and developing a friendship while also exploring their feelings/attractions to each other, which did always have elements of seeking escape or validation for both of them in different ways, but it’s dissolved into that so much now. And I do think Blue is to some degree mad at Adam because he’s here and available to be mad at when she’s also mad at Gansey for it (I don’t think they’re *in the wrong * for not inviting her but they are in the wrong for not even considering she could want to go or at least want to be in the loop, also even though it’s Gansey’s party if Adam is trying to be her *boyfriend* it was kind of his place to ask her) so she’s conveying anger at Adam when the anger is for both of them, and also more general factors she’s frustrated by, but also Adam has the exact same response of channeling emotions that aren’t solely about Blue through their fights (and to his credit he is self aware that he does this) so again crucifying Blue for it is whack imo. Also to check myself on shipper-brain for the Adam-Gansey aspect of it, well obviously I read that here as a factor because I’m me, but for arguments sake on the premise Adam has No feelings about Gansey that are anything other than platonic Blue would still have a right to be mad about him prioritizing his platonic male friends over her and treating them with more respect, obviously, because misogyny exists (also these are not two contradictory readings in that I think they’re both factors. Signed an Adam Stan).

[the-acid-pear]

see the thing that gets me about the human centipede is that you're either a normie going to watch a movie and getting scared over nothing of you're a freak whos going like WHAT'S ALL THIS THEN?! and like both can backfire bc i cannot stress enough The Human Centipede is such a stupidly tame movie there's barely any blood at all but thing is what makes me be SO insane about it it's that Heiter's actor May He Rest In Peace just put his WHOLE PUSSY into playing him making it such a fucking enjoyable and hilarious movie.

Like you cannot go watch the human centipede first sequence expecting to be scared bc you'll get bored in the first 40 minutes of doomed yuri but you gotta embrace the sheer campiness of it. Nobody cares about the campiness bro. He makes chicken sounds. He makes horrible silly chicken noises. Are you listening to me.

[keeps-ache]

once again i am on the playlist lol

[gucciguccigarbage]

"wow what photomatt did and said is such bullshit and tumblr as a site has been perpetuating a transmisogynistic double standard" you agree now that it's the big event but are you fucking normal about that double standard yourself? Do you reblog callouts toward queer people that exaggerate personal spats or lack /any/ interpersonal harm at all but reveal those queer people are into something which elicits a disgust response in you? Do you decide that trans women who do terrible enough things, like Christine Chan, are okay to degender or full-on misgender? Or do you notice when others do? Yeah, banning a trans woman for a frustrated hyperbolic violent comment while letting nazis and violent transphobes run free is the corporate sin here and easy to point and jeer at but are you contributing to this environment that makes it so easy to tear down queer people, especially trans women, especially sex workers? If the CEO had managed to have a little more tact, would you be right there with the contingent (which does exist) of people saying it was predstrogen's actions, not her gender, which got her this treatment? Are you somebody who has simply decided to write trans people out of your category of "deviancy" from societal norms rather than deconstructing the moral weight of that deviancy, leaving the marginalized to fall on that sword as those you think you're trying to target for "being into weird shit" go unscathed? How many people who are now joining in to clown on the easy transphobia helped make it possible in the first place?

[br1ghtestlight]

im looking through old oc doodles and damn jayden used to be a much better person LMAO he's such an asshole now

[shilohta]

Hello:) I saw your comment on chaumus’s dreams stuff and I have a question for your partner: I dream from the perspective of people that definitely are not me most of the time. Often it’s from the perspective of a ten-year-old boy with blond hair that I don’t know or recognize.. but it’s the same kid every time. I am neither a kid nor a boy nor blond.

Any opinions??

She says you're haunted (:

[pancakehouse]

i want to rb that pynch barbie fanart i want to rb that pynch barbie fanart i want to rb that pynch barbie fanart I WANT TO RB THAT PYNCH BARBIE FANART !!!! girls let me in!!!!!!!!!!!!!!!

[moodr1ng]

did a dnd oneshot today kinda on a whim (signed up yesterday) and it was fun dgmw but also kinda made it clearer to me the kinda dnd im just not that into. we did very very little roleplay and most places we visited were quite summarily described and only there to get what we needed done and leave, and then after wrapping up our characters meeting, getting a quest, getting ready and going to the quest area in like 2 hours the rest was only combat. i got into it and all but ultimately not rly what i wanna do in dnd yknow... i love roleplaying and talking to npcs and exploring some worldbuilding and especially getting to do creative stuff and strategies, and i reckon this doesnt rly mesh well w the type of dnd that appeals more to people who most enjoy long and challenging fights against evil. i still had fun and enjoyed myself and the people were cool but also this is not something id wanna do a whole campaign of and its nice to get more experience to figure that out basically

[maxlearnmicrolearningplatform]

Three Essential Basics for an Effective Microlearning Lesson

Microlearning has become an indispensable tool in modern education and corporate training, offering a streamlined, efficient approach to skill development and knowledge retention. By delivering information in bite-sized, focused segments, microlearning caters to the fast-paced, on-demand needs of today’s learners. However, to create truly effective microlearning lessons, certain foundational principles must be adhered to. Here are three never-to-miss basics for crafting impactful microlearning lessons.

1. Clear and Focused Objectives

The cornerstone of any effective microlearning lesson is a clear and focused objective. Each lesson should target a specific, well-defined goal that aligns with the overall learning outcomes. Here’s how to ensure your objectives are clear and focused:

Define Specific Learning Goals

Each microlearning module should address one primary concept or skill. Avoid trying to cover too much information in a single session. For example, instead of a broad topic like "Effective Communication," focus on a specific aspect such as "How to Give Constructive Feedback."

Use Actionable Language

Frame your objectives in actionable terms that describe what the learner will be able to do after completing the lesson. Use verbs like "identify," "demonstrate," "apply," or "analyze." For example, "By the end of this lesson, you will be able to identify the key components of effective feedback."

Align with Learner Needs

Ensure that the objectives are relevant to the learners' roles and responsibilities. Conduct a needs analysis to understand what skills or knowledge gaps exist and tailor your objectives accordingly. This relevance increases motivation and engagement, as learners see the direct application of what they are learning.

2. Engaging and Interactive Content

Engagement is critical in microlearning. The brevity of microlearning lessons demands content that captures and maintains the learner’s attention. Interactive elements play a significant role in achieving this engagement.

Use Multimedia Elements

Incorporate a variety of multimedia elements such as videos, animations, infographics, and audio clips. Multimedia not only makes the content more interesting but also caters to different learning styles. For instance, a short video demonstration can be more effective than a lengthy text description.

Include Interactive Activities

Interactive activities such as quizzes, simulations, and drag-and-drop exercises encourage active participation. These activities help reinforce learning by prompting learners to apply what they’ve just learned. For example, after a lesson on email etiquette, include a quiz where learners identify proper and improper email examples.

Encourage Real-World Application

Design activities that simulate real-world scenarios. This contextual learning helps learners understand how to apply their new knowledge or skills in their daily tasks. For example, a lesson on customer service skills could include a role-playing exercise where the learner must respond to a customer complaint.

3. Reinforcement and Assessment

To ensure that learning is retained and can be applied, it’s crucial to include elements of reinforcement and assessment within your microlearning lessons.

Utilize Spaced Repetition

Spaced repetition involves reviewing information at increasing intervals over time. Incorporate this technique by revisiting key points in subsequent lessons or through periodic review sessions. This helps move information from short-term to long-term memory. For instance, if the microlearning module is part of a larger training program, schedule follow-up mini-quizzes on the key points a week and a month after the initial lesson.

Provide Immediate Feedback

Immediate feedback on assessments helps learners understand what they’ve mastered and where they need to improve. Use quizzes and interactive activities to provide instant feedback. For example, after a quiz question, provide explanations for both correct and incorrect answers to reinforce learning.

Track Progress and Assess Understanding

Use assessments to gauge the learner’s understanding and retention of the material. This could include pre- and post-assessments to measure learning gains or practical assignments to demonstrate skill application. For example, a practical assessment after a lesson on data analysis could involve learners analyzing a data set and presenting their findings.

Integrating the Basics into a Microlearning Strategy

To effectively integrate these basics into your microlearning strategy, follow these steps:

Step 1: Plan and Structure Your Lessons

Start by planning the overall structure of your microlearning program. Break down the content into small, manageable modules, each with its own clear objective. Ensure that the modules follow a logical sequence that builds on previous knowledge.

Step 2: Develop Engaging Content

Create content that is engaging and interactive. Use multimedia elements to cater to different learning styles and incorporate interactive activities to maintain interest and promote active learning. Ensure that each piece of content aligns with the defined objectives.

Step 3: Implement Reinforcement Techniques

Plan for reinforcement by scheduling spaced repetition sessions and including regular assessments. Use quizzes, flashcards, and review sessions to keep the material fresh in learners’ minds. Provide immediate feedback to help learners understand their progress and areas for improvement.

Step 4: Monitor and Evaluate Effectiveness

Track learners’ progress through assessments and feedback mechanisms. Use this data to evaluate the effectiveness of your microlearning program and make necessary adjustments. Regularly update the content to keep it relevant and aligned with the learners' evolving needs.

Examples of Effective Microlearning Lessons

To illustrate these principles, here are a few examples of effective microlearning lessons:

Example 1: Customer Service Training

Objective: By the end of this lesson, learners will be able to handle common customer complaints effectively.

Content: A short video demonstrating how to handle different types of customer complaints, followed by an interactive role-playing exercise where learners choose the best responses to simulated complaints.

Reinforcement: A quiz one week later with scenarios similar to those in the role-playing exercise, providing immediate feedback on the answers.

Example 2: Software Skills Training

Objective: By the end of this lesson, learners will be able to use basic functions of a new software tool.

Content: A series of short video tutorials demonstrating each function, with interactive simulations where learners practice using the software.

Reinforcement: Flashcards and quizzes provided periodically to reinforce key functions and shortcuts.

Example 3: Compliance Training

Objective: By the end of this lesson, learners will understand the company’s compliance policies.

Content: An infographic summarizing the policies, followed by a series of scenario-based questions where learners apply the policies to real-world situations.

Reinforcement: Regular email reminders with quick tips and follow-up quizzes to reinforce the policies.

Conclusion

Creating effective microlearning lessons involves more than just breaking down content into smaller pieces. It requires clear and focused objectives, engaging and interactive content, and reinforcement through repetition and assessment. By adhering to these three never-to-miss basics, educators and trainers can design microlearning lessons that not only capture learners' attention but also ensure long-term retention and application of knowledge.

[piosplayhouse]

All are shit because there's no horses . Fuck it all #emo ..

What's the best MXTX novel?

I might try my hand at reading one of MXTX's lengthy ass novels but I'm curious to know which one people think is the best? Put aside any other adaptations like dramas or comics or animation...just the novel

[genderqueerdykes]

i guess it's scary to me when white leftists say that the punk scene is the scene where you wanna go if you're trans or a person of color or a drug addict or someone else who's been kicked down in life. cuz like, if you've lived in this scene, is it really where you wanna send people?

i got involved in my local punk scene and the problem is that people aren't actually focused on looking out for each other. punk is heavily white. punk is heavily abled. punk is heavily cis. i know everyone says "real" punk is this and that, but the problem is: i live in a punk house venue. i live in a house where punks throw punk rock shows weekly and invite other punks into our home to throw music and art shows. the DIY scene is a mess. it's full of abusers. it's full of enablers. it's full of queerphobes and tranny chasers. it's full of people who collect vulnerable traumatized people. it's full of people who will hand beers to recovering alcoholics and pass lines to recovering addicts.

this scene is full of people who scribble "this machine kills fascists" on every object they own and turn around and cower and say "I'm scared, can you come pick me up, there's some scary guys outside." because some black dudes listening to some rap posted up outside of the punk show. this scene is full of virtue signaling assholes who put antisemitic symbols on their "battle vests". this scene is full of half-assed "communists" who just want to brag about the big scary words they learned like "praxis" and "proletariat" and "bourgeoisie".

this scene is full of fake socialists who won't lift a finger to help each other, but will drag each other into hell instead.

the problem with punk as we know it is that it's whitewashed to hell and back, and the spaces created by these individuals are not centered around safety, but violence. yeah, you kill fascists, but do you provide meals for the hungry, shelter for the homeless, and harm reduction for the addicted? do you pass out extra blankets and clothes? do you help people get to the hospital? do you pat someone on the back when they turn down that beer? do you remember to not offer a baggie to the person who just got out of recovery?

no? then you aren't a safe person to be around, and you ain't punk. you are the reason this scene is unsafe.

[luvvyouforever]

i am my father's daughter - declan o'hara x rupert's daughter!reader

synopsis: you knew you shouldn't be doing this, flirting with your dad's friend and business partner. but he's so irresistible!

content: age gap relationship (ages not specified), maud doesn't exist au, not very canon compliant just ignore it, nsfw themes, dbf trope, accidental tense switching (ignore it)

author's note: declan is sooooo hunky #needthat also this is a rather short piece but if you'd like to see a continuation of dbf declan, i would absolutely provide <3

you're quite positive that nobody has looked as good in a t-shirt as declan o'hara does now in the front of the priory's living room, leading an open discussion about what is next for the budding production company. his biceps flex underneath the thin material when he lifts his arm in a gesture and despite your efforts to remain focused on the conversation at hand, it's difficult when all you've been able to think about since he moved in is declan.

for a month or two after he and his two daughters moved in, he had been the sole object of your daydreaming. he was so strong, so intelligent, so witty on the television, so...everything.

however, there was little that you could do on that front, considering the last name that appears on your birth certificate and the fact that rupert campbell-black, your father, and declan hated each other. it was a rather difficult watch, the night declan interviewed him, but with rupert bonding with declan over their love for their small families, it became much easier to slink your way into his presence. thankfully.

then, it became regular to see declan in your home, or to see you and rupert in his. he was hard to depart from, what with his deep, thick accented voice and his wavy hair he kept running his hands through, and that t-shirt, that damn t-shirt. you lived in pure, unending agony for a while, having to be so close to him all the time without being able to give in to this torturous desire.

but then he started blatantly running a large hand over your back as he passed behind you and then he started making eye contact with you across the room and then he helped you with car troubles where he stood tantalizingly close behind you while showing you how to check your oil.

your father doesn't need to know that you've kissed and made out with and sucked off his friend and business partner. right?

when declan finishes his speech in the front of the living room, he makes his way through the crowd to the table in the back with a few drinks and refreshments laid out by taggie where you just so happen to be standing.

his eye contact with you is unwavering as he comes closer and closer to you and there's a smirk growing on his lips.

"could you be any more obvious with your ogling there, dear?" he says quietly once he reaches your side.

you scoff, but you know what he's saying is true. "i wasn't doing anything of the sort, mr o'hara. i'm just admiring your leadership and passion for venturer, is all," you whisper.

he leans against the table, then, watching as the crowd before him mingle with each other, completely oblivious to the conversation happening between you and him. even your father seems to be swept up into conversation on the other side of the room. he turns his neck side-to-side, clearly aware of the way that his shoulders and back tense underneath the tight shirt. your eyes betray your previous statement as they immediately flick to the sight, then flick downwards.

he chuckles and takes the smallest of steps closer to you. "so you like the shirt, then, i take it?"

a small blush overtakes your cheeks and you refuse to meet his eye. suddenly, you feel his body tilt towards yours, lips just before your ear.

"i can let you take it off me if you come over tonight."

his deep voice reverberated through your body, sending chills down your neck and spine. subconsciously, your back arched from the table you were learning on and he let out another laugh.

a few hours later, you found yourself slipping quietly out of penscombe, positively giddy. the walk to the priory was one you had done plenty of times and you knew it like the back of your hand, really. slowly, the centuries old building came into view and several feet up the wall was a window with its lights still on. declan's.

as he'd done before, he met you at the back door of the home, one that leads into the kitchen, a smug look on his face.

"you took my offer quite readily," he said. his big frame leaned against the door and he crossed his arms. still adorning him was that damn t-shirt.

"as if you weren't kicking your feet waiting for me," you retort, then come to stand before him.

he shakes his head then and a sly smile tilts the corners of his mouth up. he removes his body from the frame and steps to the side to let you inside. as you pass him, a firm hand comes down on your ass, making a small yelp escape your lips.

you turn suddenly and shoot him a glare. he just pats you again, a gesture to keep you moving forward. "get on up there, little minx. before your daddy realizes where you've gone, huh?"

you turn then and head for the stairs that lead up to his bedroom. declan didn't have to tell you much twice.