Why Is Designing for Modern Learners So Hard?


Designing for modern learners is not as straightforward as we would expect. Modern learners have broad expectations - they all want something different. Some want a class, some want something digital, and with their varied contexts, it can be challenging to design for the “modern learner.” So, how do we design with the modern learner in mind? In the video below, Learning Cluster Design model co-creator, Lisa M.D. Owens explains how to create learning experiences that meet the modern learner when, where and how they need and want to learn. https://www.youtube.com/watch?v=gEYftUGLRyA Some key takeaways from Lisa include: Employees in the [...]

Why Is Designing for Modern Learners So Hard?2021-09-07T10:40:11-04:00

How to Design a Social Learning Community


In the book, Designing for Modern Learning, Lisa M.D Owens and I identify three “learning touchpoints” that outline key places, times, and ways that learning occurs. One of these touchpoints, Social Learning, looks beyond formal, planned approaches and provides learners with a level of interaction with other people. In most face-to-face learning experiences, whether we design for it or not, social learning happens inherently. Once the face-to-face experience ends, most learning professionals check off the proverbial “social learning” box, but modern learning doesn’t stop at the end of an event. In fact, social learning should be occurring before, during, and after a [...]

How to Design a Social Learning Community2021-09-07T10:36:11-04:00

LCD and the Neuroscience of Learning (AGES)


The future of L&D in a digital age is about unleashing human potential rather than reinforcing quality, routine work. Rather than focusing on telling L&D “what” to create for a digital age, the philosophy behind the Learning Cluster Design model focuses on building capability around the thought process - the “how” and “why” - moving L&D beyond its traditional limitations and into a position to allow modern learners to choose how, when and where they want and need to learn.  This new way of thinking requires L&D professionals to focus first on learner needs. Our context as training designers and deliverers [...]

LCD and the Neuroscience of Learning (AGES)2021-08-04T23:52:49-04:00

Beyond the First Moment of Learning Need


In traditional L&D, it’s common to see the majority of our efforts spent on times when our learners need to learn something for the first time. It could be a new technology rollout, a new process employees have to learn, or a new product line the company will be selling. We spend weeks, if not months, developing training around these changes, roll out said learning initiative and then boom, on to the next “new” effort without stopping to identify if our initiative even worked.  As L&D professionals, we often tackle new learning challenges from the lens of what Mosher and Gottfredson, [...]

Beyond the First Moment of Learning Need2021-08-04T23:52:51-04:00

Modern Take on Performance Support: It’s Just as Important!


The Learning Cluster Design model calls for a new way of thinking about L&D’s goal and role within organizations. Our third principle “Focus on Learner Needs” states that our context as training designers and deliverers is no longer as important as the context of the learner. Whereas in the past L&D had limited tools to deliver learning, today we can deliver learning when, where, and how the learner needs it. One of the tools that aligns with this guiding principle is ScreenSteps. How often have you sat through (or delivered) a training for a simple step by step process that the company [...]

Modern Take on Performance Support: It’s Just as Important!2021-08-04T23:52:53-04:00

Learning Design in COVID Times: How It’s More Than E-Learning


When you think of “converting to modern learning,” what comes to mind for you? Is it abandoning one-and-done training events for a strictly online/eLearning experience? If that was your thought, you’re not alone. Most L&D organizations, as they started facing the pandemic last year, scrambled to turn every face to face training program into an e-learning. But that isn't modern. Nor is it sufficient to make a business-impacting difference in talent's capability. Traditionally, L&D has overwhelmingly focused on new moments of learning need, and that has typically manifested itself in the sole development of one-and-done formal learning events. Every topic is [...]

Learning Design in COVID Times: How It’s More Than E-Learning2021-08-04T23:52:56-04:00

Who is a Modern Learner?


When you imagine a “Modern Learner,” what comes to mind? Many people we’ve asked that question automatically imagine a millennial, or someone who is really into technology. As we move from an industrial age to a digital one, when it comes to modern learning it’s not so much about technology, rather, it’s about choices surrounding learning. At February's dialogue, we will be exploring Learn-Ability and diving into learning mindsets with author and expert, Patricia McLagan. As we get excited for the event, I wanted to share a clip where I talk about Learning Cluster Design's approach to who is (and isn’t) a [...]

Who is a Modern Learner?2021-08-04T23:53:43-04:00

New Goals for a New Year of High-Impact L&D Initiatives


It’s three weeks into the new year and I’m sure you’re already thinking ahead to the success you want in 2021. Our goals shape our solutions and results. When transitioning from creating “peanut butter,” one-size-fits all training to designing strategic learning clusters to meet learners in their moment of learning need, L&D professionals need to set new goals. So, what does this new goal look like? The new goal is to change on-the-job behavior, as opposed to changing behavior by the end of the course. LCD Model Action of the Week: Change On-The-Job Behavior Typically, L&D has defined goals and success [...]

New Goals for a New Year of High-Impact L&D Initiatives2021-08-04T23:53:45-04:00

2021 Goals: Moving from 70:20:10 to Learning Touchpoints


You might be familiar with the popular 70-20-10 model, which formulates that learners obtain 70 percent of their knowledge from job-related experiences, 20 percent from interactions with others, and 10 percent from formal educational events. This model has been around since the early 1980s, and is widely used amongst L&D professionals globally. The 70-20-10 model seeks to encourage L&D to consider their role outside of formal learning. However, in practice, organizations inadvertently make the following mistakes: Believing that 70-20-10 is a prescription, and learning assets must follow this exact ratio. Shedding accountability, and only taking responsibility for designing and delivering for the 10 percent part of [...]

2021 Goals: Moving from 70:20:10 to Learning Touchpoints2021-08-04T23:53:46-04:00

Assessing This Year’s Remote Learning Strategy


As we approach Thanksgiving here in the US and the end of the year in general, I find myself reflecting on the year. This year brought along with it many workplace shifts and challenges. For L&D, the biggest shift we faced was reimagining workplace learning without live, in person training classes. Many L&D professionals were quick to convert all of their instructor-led live training into eLearning courses and curriculums, spending valuable time, energy, and resources to do so. I am thankful to hear from folks how their work has helped organizations in a tremendously tough year! However, while under pressure from [...]

Assessing This Year’s Remote Learning Strategy2021-08-04T23:53:46-04:00