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Helpful ideas. Squeaky value.
Helpful ideas. Squeaky value.
I asked a group of people to describe their training experiences. The same words kept appearing: boring, irrelevant, and a waste of time. That response is uncomfortable, but it's also a roadmap.
Your client wants 20 slides. Your SME insists on 50. But the learner never looks at the slide counter. The real question isn't how many screens a course has. It's whether those screens help learners do something they couldn't before.
The easiest way to waste a training budget is to build a course nobody asked for. Most of us design around the content we have, not the problems learners face. The OREO framework gives you a practical way to flip that.
Splitting training into e-learning modules and peer coaching sounds simple, until you get into the details. Here's how I designed the blended training program's note-taking journal, review questions, and peer coach process that bridge the two, plus a self-assessment checklist you can turn into a real training record.
You put information on a screen. Your learner reads it. But what they walk away understanding isn't always what you meant. Here's how to design courses that close that gap.
Open a random e-learning course and you'll often find graphics that seem to have landed on screen by accident. Every visual element communicates something to learners, whether you meant it to or not. These foundational design principles help you take control of that message.
Most e-learning courses end when the learner clicks submit. But what happens to the learning after that? A learning journal extends your course into the real work environment and gives learners a guide for the weeks ahead.
A course ends the moment learners click finish, but the job doesn't wait. A learning journal bridges that gap, turning one-time training into something learners can lean on long after the course is over.
Most e-learning falls flat because it presents information and hopes something sticks. Scenario-based learning works because it gives learners a reason to need the content. Here's how to build one that works.
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…
Learners don't want a long course. They want the point, fast. Here's how to cut the bloat, ditch the distracting links, and build only what the situation actually calls for.
The most common e-learning courses follow a simple pattern: present information, click next. That's not learning. Three design shifts move courses away from click-and-forget content toward experiences where learners actually have to think.
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.
Learners don't remember everything you put in a course. They remember what their brains had room to process. Here's a quick look at cognitive load and three ways to design around it.
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.
