Instructional Design Process

 

 

All of our programs, and the content we build for clients, is based on the latest education science 

research of our Chief Learning Officer, Rebecca Kammer, O.D. and Ph.D. 

 

The process is highly collaborative. Overarching learning goals are developed with leaders to think 

through what and how emplolyees should learn. By incorporating a blend of training know-how, 

multimedia production and learning technology in a customized process, this approach is designed 

to help employees learn faster, rertain knowledge longer and improve crtitical thinking skills.

 

Step one: Learning goals are established - both broad porgram goals as well as specific, individual 

trainee goals, such as identifying information and recalling facts, and higher-order goals that include 

crticial thinking, analysis, synthesis, problem-solving and innovation.

 

Step two: Designing the learning experience. By incorporating congnitive science, multimedia 

production and technology in a unique way, the effectiveness of active learning strategies empower employees to learn deeply while retaining facts and concepts for long periods of time. Our process is also engaging and exciting as learners become motivated to apply new knowledge and

skills as they benefit from the development of lfelong learning habits. Three core activities comprise

the the learning experience: SeekDo -Think.

 

  • Seek: Learners explore a topic or module on their own (e.g., online material, prerecorded videos, product information review). Learners demonstrate basic foundational knowledge      (lower-order thinking)                                              

  • Do: Learners problem-solve and engage in higher-order thinking. Usingvlearning from the Seek process, learners apply knowledge to solve specificvproblems/case scenarios. If training in   a group setting, facilitators  are  coached to provide feedback to the group and to individuals about
    their learning experience. The group learning experiences are designed to support the organization's broad training goals.

  • Think: Learners reflect on learning during and after the "Do" step. This process identifiies gaps in knowledge, examines logic in thought, explores the evidence for conclusions and helps learners challenge their biases and assumptions. The process is integrated into every learning experience.

 

Step three: Feedback loop. With feedback throughout the process, the effectiveness of translating learning to practice occurs. The software system helps managers shape the learning

experiences so that constant improvement occurs through an interactive feedback cycle. The

expectation is that over time, learning and performance goals will be met and surpassed while

participants enjoy learning and stay committed to the process. 

Read Our Case Studies