Our learning experience design is focused, essentially, on achieving one particular learning objective. At the level of curricular design, we are then looking at sequences of learning objectives that lead to aggregate competencies. design mobile strategy technologyAnd these are delivered as punctate events. But can we do better? MORE >>

My role is to be guiding the design, not doing it, and it’s working well. The thing I see, however, is emblematic of what I’m seeing much more broadly: the dissociation between the designer and the learning experience. Please, go beyond content, and get into real experience design. designSo overwritten. MORE >>

My problem with the formal models of instructional design (e.g. Note: I let my argument lead where it must, and find I go quite beyond my intended suggestion of a broader learning design.  However, most of our design models are predicated on knowing what we need people to do, and developing learning to deliver that capability.  MORE >>

A couple of months ago, I posted on thinking about designing, calling for designing ‘backwards and forwards’  And it’s continued to percolate, rightly or wrongly. It occurred to me that when you design your resource(s), that has to happen first. designWhich, of course, may actually need to be iterative. MORE >>

Learners are engaged in working on real things, and the contextualization facilitates transfer to the extent that you’ve designed the activity to require the types of performance they’ll need in the world. Getting there requires a different type of learning design that one focused on standards. design meta-learning MORE >>