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Helpful ideas. Squeaky value.
Helpful ideas. Squeaky value.
Kids jump right in and figure things out. Adults hold back, afraid to get it wrong. Here's how to design e-learning that gets adult learners past that hesitation and actually engaged.
Learners can spot a bad course fast: no relevance, no point, no polish. Here are three habits that guarantee yours misses the mark, and what to do instead.
Making content interactive isn't the same as teaching people to make good decisions. Here's why so many e-learning courses stop short of the real work, and what it actually takes to build decision-making practice into your training.
Skip the click-and-read information dump. Turn your content into a case study and build an e-learning course people actually remember.
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 can build a technically solid course and still miss the mark completely. It happens when you design based on what you think learners need instead of what they actually face. Here are eight things to watch for before you start building.
Most e-learning courses push information and call it training. The 3C model exists to fix that. It's a simple structure for building scenarios that put learners in real situations and let them practice making decisions.
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.
A lot of e-learning looks like training but doesn't work like training. If you want people to actually do something differently after the course, you have to build for that from the start. Here's how.
Most e-learning stops at content delivery. The Tell, Show, Do model helps steer courses toward action, but the real gains come from adding deliberate practice and structured review. Each stage builds on the last, giving you a stronger framework for course design.
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.
A new employee can absorb theory from a course, but real competence comes from doing the work. Pairing e-learning with peer coaching gives you a complete training system. A learning journal is the tool that connects both.
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.
Here’s a common scenario: you’re ten minutes into an e-learning course. You’ve clicked through eight slides. Yet, you have no idea what you’re supposed to do differently when you’re done. The reason this happens is because most courses are explainer…
