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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, particularly when observed under conditions that do not persist in practice. Enduring…

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Microlearning is often presented as the answer to shrinking attention spans and busy schedules. But many of the claims made about it depend on assumptions that rarely get examined. What happens when learning cannot be neatly separated into small units? What happens when learners need to connect idea

#"microlearning #accessibility in learning design #cognitive load and learning #instructional design strategy #learner variability #learning design best practices #Learning Design Trends #learning in the flow of work #microlearning effectiveness #microlearning in learning design

The Importance of Pre- and Post-Training Assessments

Pre‑ and post‑training assessments are often treated as simple before‑and‑after 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 are…

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Trends and Future Directions in Learning Design

Every year brings a new set of learning design trends. Some disappear within months. Some become embedded in everyday practice. Others remain trapped in conference presentations, pilot projects, and vendor demonstrations long after the initial excitement fades. A trend is ultimately a claim about the future. It suggests that a particular way of designing, delivering, supporting, or evaluating…

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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 constrains…

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Trends in learning design often signal what’s possible. Accessibility asks a different question: what still works under real conditions? That changes what counts as a trend.

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Engagement isn’t proof. Completion isn’t proof. Compliance isn’t proof. Accessibility changes what can be claimed about learning design by testing whether it still holds under real conditions. New post now live.

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Effective Data Collection Methods for Learning Programs

Much of what passes for “evidence” 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 “acceptable” data. These choices are not neutral; they introduce constraints…

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Accessibility audits identify issues but they don’t tell you if a design actually works. Passing checks is not the same as inclusive learning. What matters is what the audit cannot show.

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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 counts…

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Accessible assessment isn’t a compromise. It’s a test of validity. If outcomes change when conditions change, what was being measured in the first place?

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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.

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Much of what we call 'engaging multimedia' relies on idealised conditions that don’t hold in practice. When we design for uninterrupted attention and seamless processing, who are we leaving out?

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A practitioner‑focused exploration of the technology decisions that shape learning more than any single platform choice, including assessment design, feedback patterns, accessibility, and how learning professionals exercise judgement within constraints.

#accessibility by design #assessment and feedback design #curriculum design and technology #educational technology strategy #formative and summative assessment design #learning analytics for designers #learning design architecture #learning design responsibility #sustainable learning design practice #technology decisions in learning design

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 not…

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What if impact isn’t 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 isn’t optional.

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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.

#accessibility in LMS platforms #assessment design constraints #educational technology decisions #educational technology workflows #learning design governance #learning design influence #learning designers in higher education #LMS accessibility considerations #LMS procurement in HE #LMS selection

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