Blog

How we think...

Keeping potential locked up: How to find the key

Goldfish

Posted: 19 January 2017 by: Tess Robinson

Why oh why is The TM benchmark report – Unlocking Potential - such depressing reading each year? So many good intentions and a stack of really, really compelling evidence on the benefits of implementing learning innovation just don’t seem to be enough for many organisations to secure the support and funding needed to propel them forwards.

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Mind Games - 5 ways that mindfulness can enhance learning

Goldfish

Posted: 28 November 2016 by: Tess Robinson

We live in a world full of noise. So many things are competing for our attention. How do you get past that noise to create a space for learning?

It’s easy to dismiss mindfulness as just a trendy concept, just the latest thing, another distraction - but is there something in it that us learning and performance professionals should take note of?

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Who owns learning? 5 reasons to give your learners more control

Goldfish

Posted: 12 October 2016 by: Tess Robinson

If we’re honest, no one really likes just being told stuff. Learning cannot just be about transfer of information, that sort of learning just doesn’t stick.  When your learners are given the chance to ‘own’ their learning, to ask questions and to apply their thinking, that’s when they really become engaged.

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How to make best use of your training budget in 3 steps

Goldfish

Posted: 18 July 2016 by: Rob Hubbard

In uncertain times, L&D budgets have a tendency to get slashed. This doesn’t need to herald doom and gloom. It’s an ideal time for L&D to reposition yourselves as integral to the business, as consultative partners who help to support wider organisational strategy and goals, rather than as a training shop.

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The importance of learning in uncertain times

Goldfish

Posted: 11 July 2016 by: Tess Robinson

The real key to successful change, of course, is people. In uncertain times, learning takes on new significance in terms of helping people to adapt to new roles or new ways of working and giving them the skills they need to be successful. 

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A quick guide to behavioural economics And 7 ways to apply it to learning design

Goldfish

Posted: 7 June 2016 by: Tess Robinson

Traditional economics is based on the assumption that humans are rational beings. Behavioural economics turn this on it's head, suggesting that decisions are loaded with emotions and bias. We look at the implications for learning design.

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Grand Designs: how to be inventive with your learning design

Goldfish

Posted: 11 May 2016 by: Rob Hubbard

The internet, television, the telephone, the bagless vacuum cleaner, the chocolate bar, the lightbulb. We British are a nation of inventors but what traits do we need to be truly inventive?

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The risky business of learning design

Goldfish

Posted: 12 April 2016 by: Rob Hubbard

At a party recently I had a flash of insight. A number of disparate ideas suddenly aligned in my head with an almost audible ‘clunk’, lubricated by prosecco and stimulating conversation.

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Microlearning - what the devil is it? and 5 things it's good for

Goldfish

Posted: 31 March 2016 by: Tess Robinson

The limitations of human memory are an eternal conundrum for learning designers - how exactly do you create meaningful learning experiences for learners who have a shorter attention span than a goldfish? Or who are only able to retain 7 items in their short term memory? Perhaps microlearning is the answer?

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Learning Design: What can we learn from creativity in the arts?

Design Thinking jigsaw

Posted: 1 March 2016 by: Tess Robinson

I am trying to teach myself to paint with acrylics at the moment. Whilst going through You Tube tutorials, it got me thinking about how some artistic techniques can be equally applied to designing learning in order to help us see creative solutions and formulate a ‘well-composed’ intervention.

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