Efforts to apply Design Thinking to Instructional Design fail when they try to force fit Design Thinking concepts into the ADDIE process or visa versa. The front-end of ADDIE (analysis and design) is where Design Thinking is most useful. It can help to break through listless approaches to learning design and replace it with user...Continue Reading
This is a re-post based on a article I wrote for CSTD Learning Journal back in 2013. It’s posted here in three parts. Part 1 introduced the signature skills demonstrated by experts that separate them from novices. Part 2 presented the type of practice that develops experts. This post discusses implications I see for Learning and Development and makes the connection...Continue Reading
This is a re-post based of a article I wrote for CSTD Learning Journal back in 2013. It’s posted here in three parts. Part 1 introduced the signature skills demonstrated by experts that separate them from novices. *** The signatures skills of expertise I described in Part 1 are the result of years of effortful, progressive practice...Continue Reading
This is a re-post based on a article I wrote for CSTD Learning Journal back in 2013. It’s posted here in three parts. *** We know well-designed practice is a critical for effective training. It’s what differentiates meaningful learning from passive information. But as work becomes more complex and knowledge-based, are the practice activities we design for...Continue Reading
On Wed, June 20, at the Canadian Community of Corporate Educators June meeting, Rob Pearson (Director, Executive and Corporate Education Ted Rogers School of Management) and I will share our thoughts on the impact automation on jobs and workplace learning practices. Here’s a registration link some details on what we’ll be talking about. Hope you can...Continue Reading
For years the eLearning industry has categorized custom e-learning into three or more levels of interactivity. The implication also being that that learning effectiveness increases with each higher level of interactivity. You don’t have to look hard to find them: > 4 Levels Of Interactivity In eLearning And Its Advantages > Levels of Interactivity in...Continue Reading
My son is in a graduate program in Medical Physics at the University of Toronto. I sent him this recent article from the Atlantic on the concept of the flipped classroom (in higher education). The Post-Lecture Classroom: How Will Students Fare? He sent a thoughtful email response which was interesting from a student perspective (in...Continue Reading
We all make mistakes. We know better, but we follow old ways or accept cultural practices that don’t work. There are patterns that produce successful projects and those that lead to failure (see the project death march). I did a recent presentation on the classic mistakes we make in the planning, design and implementation of...Continue Reading
Last Thursday (November 17), I presented a session on the use of deliberate practice in learning and performance at the CSTD national conference in Toronto. I promised participants that I would post the slide set on this blog. I’m a little slow getting to it but here you are. They are not fully explanatory, but...Continue Reading
About half of the formal training provided in organizations is custom developed (the other half are packaged “off-the-shelf” programs). That’s a lot of training. Every week internal learning design teams and their external partners are heads down at work developing learning programs of every description to help build skills and capability unique to their organizations. ...Continue Reading
This blog contains perspectives on the issues that matter most in workplace learning and performance improvement. It’s written by Tom Gram.
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Here are some popular posts from Tom’s former blog, Performance X Design. Some older posts contain inactive links and unedited formatting while they wait impatiently for him to update them.
