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@thelearningthread
Ensuring Digital Accessibility in Learning Design
Accessibility is often framed as a moral aspiration, a legal requirement, or a technical checklist. All of these framings are incomplete. Treated this way, accessibility becomes something that can be discussed, deferred, or diluted without consequence. Learning designs continue to be judged as effective on the basis of engagement signals, assessment outcomes, or completion data that have notâŚ
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What if impact isnât something you measure at the end of design but something that constrains it from the start? If learning is meant to change something, this question isnât optional.
A reflective piece on LMS selection from a learning design perspective, focusing on the design consequences of platform decisions and the quieter forms of influence learning designers often hold, even when they are not part of procurement.
Measuring Behaviour Change in Learning: From Initial Use to Sustained Practice
Behaviour change is often treated as the clearest indicator of learning impact. Behaviour change is often treated as the clearest indicator of learning impact. Early behaviour change may reflect novelty, compliance, or temporary support rather than durable learning, yet this distinction is frequently overlooked. Enduring transfer is quieter and harder to detect but is what matters for impactâŚ
A refreshed version of my pillar post on the role of technology in learning design, revisiting familiar tools and newer developments through a designâfirst lens. Rather than focusing on what technology can do, it looks at how it shapes decisions, responsibilities, and everyday practice.
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The Importance of Pre- and Post-Training Assessments
Preâ and postâtraining assessments are often treated as simple beforeâandâafter checks. Used uncritically, they offer limited insight. Designed carefully, they can support meaningful interpretation of change. These assessments are not neutral benchmarks. They are designed moments of evidence, shaped by timing, format and assumptions about what learning looks like. Baseline assessments areâŚ
Learner motivation is often discussed as though it were a personal trait. As something learners either have or do not. In practice, motivation is far more situational. It is shaped by interest, context, clarity, cognitive demand, and how supported learners feel throughout the experience.
Quantitative vs Qualitative: The Wrong Distinction for Interpreting Learning Outcomes
Discussions of learning impact often position quantitative and qualitative data as opposing choices. In practice, the distinction is less about preference and more about inference. Different forms of evidence answer different questions. Understanding learning outcomes depends on recognising what each method can and cannot reasonably tell us, and how assessment design constrainsâŚ
Effective feedback is one of the most powerful tools we have in learning design. Thoughtful, intentional feedback design can transform a digital learning experience from static content into a dynamic, interactive, and supportive journey.
Effective Data Collection Methods for Learning Programs
Much of what passes for âevidenceâ in learning evaluation persists not because it is strong, but because it is administratively convenient. In many organisations, evidence is selected not to inform design decisions but to satisfy assurance, compliance, or audit requirements; purposes that quietly shape what counts as âacceptableâ data. Metrics such as satisfaction scores, completion rates, orâŚ
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AI makes answers easy. Thinking is still the hard part. How learning designers can protect and strengthen critical thinking in a world where shortcuts are everywhere.
AI makes answers easy. Thinking is still the hard part. How learning designers can protect and strengthen critical thinking in a world where shortcuts are everywhere.
Measuring the Impact of Learning Programs
Measuring learning impact is often treated as a reporting task, something done after a programme finishes to demonstrate value. In practice, it is a design problem long before it becomes an evaluation one. What can plausibly be claimed about impact depends on what was designed into the learning from the start: the questions asked, the evidence gathered, and the assumptions made about what countsâŚ
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Engaging eLearning isnât about adding more âstuff.â Itâs about clarity, flow, and purposeful design. Practical tips to make your content more effective and more human.
Engaging eLearning isnât about adding more âstuff.â Itâs about clarity, flow, and purposeful design. Practical tips to make your content more effective and more human.
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An examination of mobile learning as a stress test for learning design, considering what mobile access reveals about assumptions, accessibility, assessment, and how learning fits into real working lives.
Bloomâs isnât just a pyramid. Itâs a practical tool for designing deeper thinking. Hereâs how to use it to write better outcomes, activities, and assessments.