Instructional Design Process & Adaptive Learning
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 program goals as well as specific, individual
trainee goals, such as identifying information and recalling facts, and higher-order goals that include
criticial thinking, analysis, synthesis, problem-solving and innovation.
Step two: Designing the learning experience. By incorporating cognitive 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 lifelong learning habits. Three core activities comprise the Adaptive Learning experience: Seek - Do -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. Using learning from the Seek
process, learners apply knowledge to solve specific problems/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 identifies 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.