Today we released the Mission Fuel Manifesto. It makes one point clear. eLearning is not broken. The way we build it is. Across corporations, associations, and schools, learning teams work hard. Yet one hour of eLearning can still take months to produce. That is not a people problem. It is a production problem. Over the next few years, one billion people will need to be reskilled. The model we use to build learning today cannot support that scale. In this short video I explain why the traditional instructional design production model no longer works and what must change. The world needs learning at scale. It is time for a production model that can deliver it. The Mission Fuel Manifesto: https://lnkd.in/gwqDDnk4

Your stakeholders want higher completion rates. So, learners game the system. They click through as fast as possible. They barely read anything. They guess on quizzes. They "complete" the course without learning anything. Mission accomplished? When you skip Analysis and Design, you end up building eLearning that trains people to click through rather than engage. That's not a learner problem, it's a design problem. Proper Analysis tells you what learners need. Proper Design creates experiences worth engaging with. Skip these phases, and your completion rates mean nothing. Here's why jumping straight to Development kills your eLearning: https://lnkd.in/eUtTQ3VK

Thought for the Week: About Learning Design The term, “learning design,” reveals a lack of understanding of the difference between learning and instruction. Learning is what happens inside a person’s head. Instruction is what happens outside the learner’s head with the intent of fostering learning inside the head. You can’t design what happens inside the head. You can only design what happens outside the head (the learning environment), with the hope that it will foster the desired learning inside the head. Aspects of the learning environment that are purposely designed are called “instruction.” If you want to help people learn, you are interested in instructional design. Learning design doesn’t exist.

Trainer vs Instructional Designer: Why Courses Fail to Deliver Many courses struggle to engage learners or produce measurable results. Participants attend sessions, but knowledge retention is low and skills aren’t fully applied. The reason? Most courses focus solely on the trainer’s delivery. Without an instructional design approach, content lacks structure, pacing, and clear learning objectives, leaving learners disengaged. That’s where Erudithe comes in. By combining expert trainers with a structured instructional design framework, Erudithe ensures your courses are both engaging and effective. Learners not only participate—they retain, apply, and achieve real results. Stop relying on delivery alone. Create high-impact learning experiences with Erudithe. #instructionaldesign #trainingeffectiveness #onlinecoursecreator #elearningdesign #learningexperiencedesign #edtechstartup #cohortbasedcourses #coursecreatorsupport

I’ve been thinking a lot about what actually makes learning stick, especially in today’s fast-paced, content-heavy environments. In instructional design, it’s easy to focus on tools, visuals, and interactivity… but none of that matters if the learner doesn’t retain or apply what they’ve learned. Lately, I’ve been challenging myself to design with one core question in mind: 👉 “What will the learner do differently after this experience?” That shift has changed how I approach everything, from microlearning design to knowledge checks and real-world application. Because at the end of the day, effective learning isn’t just engaging… It’s actionable. ✨ Question for my network: What’s one strategy you use to ensure your learning experiences lead to real behavior change, not just content completion?

Two kinds of eLearning courses exist: those built for completion and those built for learning. At first glance, they may appear similar, featuring identical slides, quizzes, and certificates. However, the fundamental difference lies in the initial question that drives their creation. - Completion courses ask: "What do we need to cover?" - Learning courses ask: "What does this person need to do differently on a Monday morning?" One approach results in a course, while the other addresses a specific problem. Unfortunately, some projects never consider the second question. Stakeholders present a topic, instructional designers face a deadline, and a course is created without measuring any changes. To break this cycle, it's essential to work backwards. You cannot start at the finish line without first defining what that finish line looks like. Success should be established before any course development begins, not after it is completed. Which question does your team start with? #InstructionalDesign #L&D #eLearning

How often do we hear: “Let’s create a training eLearning module.” But is an eLearning module really the solution? Is this a training problem? Sometimes employees don’t perform because they: ✅ Don’t know what to do. ✅ Don’t yet have the skill to do it well. ✅ Aren’t motivated to do it. ✅ Don’t have the resources they need. Only the first two are truly learning problems. As instructional designers and learning professionals, part of our role is to identify the real performance gap before jumping into development. I created this infographic as a quick visual reminder that before we create a training, we should ask: Is this actually a training problem? Because sometimes the best solution isn’t another course, it’s fixing the system, improving processes, or addressing motivation. #InstructionalDesign #LearningAndDevelopment #eLearning #PerformanceImprovement

Thanks Robin Sargent, Ph.D. Instructional Designer-Online Learning - committing to a detailed, short pedagogical plan helps me support nursing students prepare for successful clinical practicums/placements. So much more than a checklist—every step is intentional.

Most people think Instructional Design is about building courses. It’s not. It’s about solving performance problems. As I continue transitioning from teaching into Instructional Design, one thing has become very clear: 👉 The real value of an ID is not the content… 👉 It’s how we apply our thinking. For example, when I design learning, I ask: • What is the actual problem we’re trying to solve? • Is this a knowledge gap… or a performance gap? • What does success look like on the job—not just in training? In my recent eLearning projects, I’ve been applying ID skills by: ✔ Turning complex topics into simple, structured learning paths ✔ Designing scenario-based activities instead of passive content ✔ Using real-world tasks to drive engagement and retention ✔ Aligning every activity with a clear performance outcome Because good learning doesn’t just “inform” people… It changes how they think, act, and perform. That’s the goal. #InstructionalDesign #eLearning #LearningExperienceDesign #CorporateTraining #Upskilling #LXD

🎯 From Teaching to Instructional Design: The Skills Transfer More Than You Think Many people assume that transitioning from education to instructional design means starting from scratch. In reality, teachers already practice many of the core principles used in corporate learning every day. In the classroom we regularly: • analyze learner needs • design learning objectives • create assessments to measure understanding • structure content for engagement and clarity • adapt instruction based on learner feedback These are the same foundations used in modern learning experience design. Recently, I’ve been applying these principles while building eLearning modules using Articulate Rise 360. It’s been exciting to translate classroom instructional strategies into interactive digital learning experiences. This transition has reinforced something important: effective learning design is not about the platform — it’s about understanding how people learn and creating experiences that support real understanding and performance. Curious to hear from others in the learning community: What skills from your previous roles helped you most when moving into instructional design? #InstructionalDesign #LearningExperienceDesign #eLearning #Articulate360 #CorporateTraining