Embedded Files
This section highlights the learning design approach behind each solution, focusing on how strategies, structure, and performance goals shape the learner experience. Select any project below to explore the full design process and outcomes.
Learning Design Theory
Performance-Based Design: Targets ineffective meetings as a specific performance issue impacting productivity and collaboration.
Learner-Centered Relevance: Addresses adult learners' needs for autonomy and immediate applicability through scenario-based reflection.
Engagement Strategies: Focuses on realistic challenges to help learners select techniques that improve focus and accountability.
Kirkpatrick's Level 2: Assessment
Decision-Making Assessment: Uses embedded checkpoints rather than traditional testing to validate learner understanding.
Contextual Necessity: Evaluates the learner's ability to determine when a meeting is necessary versus using alternative communication.
Facilitation Competency: Measures the selection of strategies that maintain balanced participation and focus.
Kirkpatrick's Level 3: Behavior change
Actionable Outcomes: Prioritizes the application of structured techniques to close meetings with clear, documented next steps.
Continuous Reinforcement: Utilizes job aids and guided reflection prompts to encourage consistent application on the job.
Utility-Focused Evaluation: Focuses on perceived usefulness and real-world application to ensure the training remains practical.
Workplace Stress for Better Wellness
This eLearning module was designed using a structured, learner‑centered approach that aligns business needs with adult learning principles and real‑world application.
Learning Design Theory
Adult Learning Principles: Aligns business needs with relevance, autonomy, and immediate applicability for self-directed learners.
Scenario-Based Design: Uses realistic workplace situations and reflection prompts to bridge the gap between knowing and doing.
Internal Motivation: Encourages learners to select coping strategies aligned with their personal experiences and triggers.
Kirkpatrick's Level 2: Assessment
Decision-Making Assessment: Embedded checkpoints require learners to demonstrate understanding through active choices rather than traditional testing.
Skill Identification: Validates the ability to recognize common workplace stress indicators and signals.
Personalized Goal Setting: Evaluates the learner's capacity to create a wellness goal specifically tailored to their work context.
Kirkpatrick's Level 3: Behavior change
Observable Behaviors: Focuses on the application of effective stress-management strategies in real-world settings.
Performance Support: Includes job aids and reflection prompts to reinforce wellness strategies and encourage continued application beyond the course.
Transfer of Learning: Prioritizes perceived usefulness and actionable behavior change to impact retention and productivity.
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