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Helpful ideas. Squeaky value.
Helpful ideas. Squeaky value.
Advice for working with clients and stakeholders — running meetings, gathering requirements, and managing those relationships well.
Two kinds of courses, two different goals A compliance course tells employees what the rules are. A performance-based course gets them doing something they couldn’t do before. Those two types of courses call for completely different design approaches. When information…
Locked course navigation is one of the most common requests in e-learning. But measuring screen time isn't the same as measuring learning. There's a better approach: shift from measuring exposure to measuring understanding.
The instinct to lock every screen in a course is understandable. If learners can skip freely, how do you know they learned anything? The answer is in the assessment, not the navigation.
You can't force anyone to learn. But you can design a course that gives learners a real reason to try. Here's how to build motivation into your course from the start — before they ever click next.
You've taken the course. You know the one. Three hours, a lot of slides, a quiz at the end, and nothing that changed how you do your job. Bad e-learning isn't new, and it's not caused by the tools designers use. This post gets into what actually drives it — and where AI fits into that honestly.
Leslie Robinson's comedy video about mandatory training went viral for a reason. The comment section turned into a catalog of every broken e-learning pattern. It's worth reading as a design checklist.
Every training request that comes in costs time and budget to fulfill. But not all of them actually need a course. Three strategies can help you do less without delivering less.
I once got pushback from a client for wanting to talk to the actual loan officers before building their training. Here's why that conversation matters more than any content deck, and a few practical ways to get learner input into your process before the course is finished.
Most organizations treat the e-learning course like the training program. It isn't. People learn all year long, through experience, peers, managers, and yes, the occasional course. Here's how to think about where e-learning fits in that larger picture.
Most e-learning pushes content and calls it training, even when nobody can demonstrate anything different afterward. Here's why content alone isn't a course, and how to push back when someone hands you a slide deck and asks you to turn it into one.
Most e-learning courses treat the course as the finish line. But learning happens before and after the course, too. Here's how to think about all three phases so your course actually produces results.
Not every course needs the same kind of design, and building the wrong type wastes time on both ends. Here's how to tell explainer, step-by-step, and principle-based courses apart, and why asking one question upfront makes the rest of the project easier.
Most compliance courses feel pointless to the learner, even when the content matters. Here are three ways to frame that same content in a context people actually relate to, so it lands instead of getting tuned out.
Before you build another course, figure out the objective it's supposed to meet. Here's how to stop starting with the solution and get better training results.
Most e-learning is built as a one-shot event. The problem is that people learn constantly, not just when they're in a course. Here's how to build a strategy that works with those 2000 learning hours.
