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Helpful ideas. Squeaky value.
Helpful ideas. Squeaky value.
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…
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.
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.
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.
Most e-learning problems start before anyone opens an authoring tool. The questions you ask at the beginning shape everything that follows. Here's a practical checklist for getting an e-learning project off on the right foot.
There are certain phrases that make any experienced instructional designer pause. They usually signal scope creep, unrealistic timelines, or a misunderstanding of what learning design actually involves. Recognizing them early is half the battle.
