Educational Design Models

An innovative approach to teaching economics that puts student learning first! As an economics educator, I've redesigned my ECO 100-semester project to embrace Universal Design for Learning (UDL) principles, offering students multiple pathways to demonstrate their understanding of macroeconomics. I was encouraged by Jeni Al Bahrani and her summer project on UDL as part of her doctorate degree to bring back this project. Students can choose from three engaging options: * Create a physical art piece interpreting economic concepts through visual expression * Compile an "EconSelfie" diary connecting real-world observations to classroom theories * Write a critical book review analyzing contemporary economic literature. This semester’s choices were Kyla Scanlon’s “In this Economy?” or Scott Galloway‘ “Algebra of Wealth”. This flexible approach: * Accommodates different interests * Empowers student choice and engagement * Maintains academic rigor while fostering creativity * Makes economics accessible and relevant to everyday life The results? Students are more engaged, demonstrate deeper understanding, and develop unique perspectives on economic principles. Seeing how different creative approaches can unlock complex economic concepts is amazing! I'm particularly proud of how this project breaks down barriers in economics education while maintaining high academic standards. Each option requires critical thinking and authentic application of course concepts. I am appreciate the innovative business education environment we have created at NKU Haile College of Business What innovative teaching methods have you implemented in your classroom? Let's share best practices! You can read more about my research in this area in my newsletter. Link in comments. #TeachEcon #UniversalDesign #HigherEducation #TeachingInnovation #StudentSuccess #UDL #EconomicLiteracy

Asked AI image generator #SORA to show a “professor” → got a silver-haired man. Asked for a “teacher” → got a young smiling woman. That’s not AI’s mistake. That’s society’s data blueprint. But here’s the deeper point. Many still believe a teacher’s job is to just teach. Stand by the blackboard, explain, repeat. That’s it. What they miss is how the role has evolved especially post-COVID: ❌ We don’t just teach. 📌We mentor, research, consult, curate digital ecosystems. We aren’t tied to chalk and duster. We design experiences, shape communities, and adapt AI into pedagogy. We aren’t just knowledge-deliverers. We are knowledge-shapers. So, when someone says teacher, I confess—it feels like I’m not doing “enough.” It feels reductive. Behavioral research shows we unconsciously associate: Labels carry cognitive load. • Authority with age and masculinity (professor = research, expertise, independence) • Nurturing with youth and femininity (teacher = care, guidance, service) My discomfort isn’t vanity. It’s cognitive protection against a label that limits perception of professional scope. The real question: Why do we still flatten complex roles into outdated categories? No surgeon is “just a doctor.” No architect is “just a builder.” The fix isn’t blaming SORA. It’s showing that modern education transcends gender, age, and chalk dust through our actual work and impact. Research shows we can reduce AI bias through diverse training data and continuous monitoring. But first, we need to update our own mental models of what educators actually do in 2025. And yes that “extra hand” on the AI-generated female teacher? Classic algorithm bias showing women as “multitaskers.” Even our productivity gets stereotyped. Img source: SORA #Education #Professors #Teaching #FutureOfLearning #AIandSociety #BiasInAI #AI

“Meeting students where they are” has become a familiar refrain in higher education. But - what does it mean? For many, the phrase is interpreted metaphorically: understand students’ starting points, empathise with their challenges, personalise their learning. But we must also take it literally. Students are not where we imagined they would be post-Covid. They are not back in the lecture theatre. Instead, they’re working extra shifts, caring for siblings or ageing parents, training for national competitions, or managing chronic illness. They’re commuting long distances, or not commuting at all. And even when they are online, they’re multitasking, catching up, and learning in short bursts between other responsibilities. Universities are beginning to respond. In Australia, Regional University Study Hubs are locally embedded, tech-enabled spaces that bring higher education into the everyday geographies of students’ lives. The model is expanding, being trialled in suburban communities where participation in traditional campus life is constrained by distance, cost, and complexity. Scheduling is also being reimagined. Institutions such as Victoria University have adopted block teaching models, allowing students to focus on one subject at a time. This deepens engagement and better fits the lives of students juggling work or family. Others are trialling evening intensives, rolling start dates, or asynchronous-first models. Some are experimenting with mobile classrooms or co-locating learning in community hubs like libraries or health clinics. While institutional change moves slowly, instructors can adapt more quickly. Some have moved the bulk of content delivery online, not as lecture recordings, but as purpose-designed modules. This frees up classroom time for what can’t be done well online: guest panels with industry experts, facilitated workshops, debates, and simulations. Others design assessments that invite students to apply theory to their lives, by analysing work or other experiences. Instructors have sliding participation windows, offer multiple modes of contribution, or use voice notes or video clips to respond to student queries, replacing anonymity with presence. Instructors are exploring AI tools to personalise the learning journey, helping students get unstuck with concept explanations tailored to their level of understanding, or providing feedback on formative work. Such tools allow us to also meet students where they are in their current grasp of a concept, their confidence, and their pace. To truly meet students where they are, we need more than convenience. We need redesign that raises our aspirations for the kinds of relationships, rhythms, and structures that contemporary learners need. Meeting students where they are means recognising that their lives are rich, complex, and constrained and that higher education must fit into that world, not ask students to leave it behind. #HigherEducation #Universities

Last week, I mapped out how the 8 most common L&D roles connect - the Design & Strategy cluster and the Delivery & Operations cluster, working together toward one outcome. This week, let's zoom into the Design & Strategy side. The job titles haven't changed much, but what falls under them has expanded quietly over the last few years. Here's how 4 familiar roles are evolving: ✨ Instructional Designer ✅ Used to focus on: structuring content into modules, lessons, and assessments. ✅ Now also includes: designing for real-world application and behavior change, often as one piece of a larger learning ecosystem. ✨ eLearning Developer ✅ Used to focus on: building self-paced courses in a single authoring tool. ✅ Now also includes: building modular, reusable content that can show up in an LMS, an LXP, microlearning, or even a chatbot. ✨ Learning Experience Designer ✅ Used to focus on: designing one learning experience, like a course or workshop. ✅ Now also includes: designing the journey around it, manager conversations, peer learning, job aids, and follow-up touchpoints. ✨ Performance Consultant ✅ Used to focus on: recommending training as the solution. ✅ Now also includes: diagnosing the root cause first, and sometimes recommending something other than training. Notice the pattern? Each of these roles is being asked to zoom out, from owning one deliverable to designing for a bigger system around it. If your job title hasn't changed in the last few years but your day-to-day has, you're not imagining it. Which of these shifts feels most true for your role right now? #LearningAndDevelopment #LnD #InstructionalDesign #LearningExperienceDesign #ElearningDevelopment #PerformanceConsulting #TalentDevelopment #FutureOfWork

A year ago I shared a framework called GROWTH™. It didn’t perform particularly well. Which is funny, because over time it’s become one of the models I rely on most when designing learning experiences. Most training programs are built as courses. But the way people actually develop capability looks very different. Progress happens across a series of experiences—practice, feedback, reflection, and iteration. In other words, it happens through a learning journey, not a single event. The GROWTH framework is a way to design those journeys more intentionally. It breaks the process into six stages: G — Goal Setting R — Research & Empathy O — Outline the Experience W — Work in Layers T — Test & Adapt H — Highlight Progress Over the past year, I revisited the framework, expanded it, and turned it into a practical guide with examples, worksheets, and a full case study on redesigning onboarding as a learning journey. I also realized something interesting. GROWTH is actually one of the foundational pieces behind another model I’ve been developing called The Academy Engine™, which focuses on building scalable learning ecosystems. If the Academy Engine explains how education systems operate, GROWTH focuses on how the learning journey itself should be designed. If you’d like the full guide and templates, you can download it below. Curious how others think about this. When you design learning, do you think in terms of courses or journeys?

Why do some training programs create real transformation, while others fade before the next team meeting? I recently joined Bill Banham on The Voices of the Learning Network Podcast to unpack this question and preview my keynote at this year’s Connect Conference. The answer lies in neuroscience: the brain’s architecture defines how we learn, remember, and apply. When organisations ignore that, even the best-designed programs fail to leave a trace. Listen to the full conversation here: https://lnkd.in/en5cKVFE Overload vs. Effectiveness Many organisations fall into what I call the “efficiency trap.” They design training for the facilitator’s convenience, not the learner’s brain. Our brains don’t thrive under marathon sessions or dense slide decks. They need rhythm, variety, and rest. The science is clear: • Shorter, spaced sessions improve consolidation and memory. • Multimodal design (visuals, discussion, application) keeps engagement high. • Deliberate downtime activates the brain’s default mode network — where meaning forms. It’s not about more information. It’s about designing conditions for real change. Behaviour Change, Not Just Courses Too often, the answer to every performance problem is “build another course.” But knowledge alone doesn’t drive change, behaviour does. Effective learning experiences include: • Experience-based triggers that prompt action. • Social reinforcement to sustain new habits. • Retrieval practice to strengthen recall and confidence. When you shift from course completion to behaviour activation, learning stops being an event; it becomes a habit. Navigating AI and Automation AI brings both opportunity and risk. If we outsource too much thinking, we weaken the neural pathways that make us adaptable and creative. Some guiding principles I shared on the show: • Use AI to augment critical thinking, not replace it. • Design friction points that encourage reflection. • Give early-career learners space to build expertise before automation takes over. AI can enhance learning, but only when we keep the human brain at the center. Whole-Brain Design in Action At Synaptic Potential, we’ve seen organisations transform by embedding neuroscience into learning strategy. One global firm reshaped C-suite culture by introducing neuroscience-based reflection tools that transformed how leaders approached feedback. Another redesigned performance reviews to make them more constructive and less stressful, boosting engagement and trust. These results didn’t come from adding more content, but from aligning with how people actually learn. A Field Guide for Learning That Lasts If you’re in L&D or leadership, your challenge isn’t just to deliver information, it’s to create change that endures. That starts with respecting how the brain learns, consolidates, and grows. Because when we design with the brain in mind, learning doesn’t just stick, it scales.

🧠 Is Your Workplace Designed for Everyone—Or Just the Majority? 👀 Imagine this: A brilliant new hire is ready to contribute—but the tools, meetings, and environment weren’t built with their needs in mind. They’re not underperforming. They’re under-accommodated. ➡️ And this is exactly where universal design comes in. 💡Universal design is not about making special exceptions. It’s about building inclusion into the very foundation of your workplace. When we design with everyone in mind from the start, regardless of ability, background, or communication style, we don’t just accommodate; we empower. This approach transforms workplaces from reactive to proactive, from surface-level compliance to deep systemic inclusion. And here’s the truth many leaders are realizing: 👉 👉 True inclusion isn’t about making room—it’s about designing a workplace where no one is ever left out to begin with. 🛠️ Below are 5 ways to start embedding universal design into your organization: ✅ Audit accessibility – Regularly evaluate your digital tools, websites, and physical workspaces. ✅ Invest in inclusive technology – Use platforms that work seamlessly with screen readers, voice input, and other assistive tools. ✅ Diversify communication – Incorporate alt-text, audio descriptions, and transcripts; avoid relying solely on visuals. ✅ Train your teams – Equip staff and leaders with practical tools and mindsets that promote inclusion. ✅ Institutionalize it – Update hiring practices, performance reviews, and promotion paths to reflect inclusive values. 🧠 These changes don’t just benefit one group—they improve the experience for everyone—and that is the brilliance of universal design. 🏆 The Payoff: Equity that drives engagement and innovation. Organizations that embrace universal design consistently see: ✔️ Higher employee satisfaction ✔️ Better team collaboration ✔️ Greater innovation (because diverse perspectives are heard and valued) ✔️ Lower turnover and higher retention 🔥 The hidden cost of exclusion isn’t just about morale—it’s about missed potential, lost innovation, and the quiet departure of voices we never truly heard. When systems, tools, and environments aren’t built with inclusion in mind, we don’t just create inconvenience—we create barriers. And those barriers silently push away the very talent we say we want to attract and retain. Universal design flips that script. It ensures that everyone, not just the majority, can participate, contribute, and thrive from day one. 🎓 Ready to Take Action? Start With Our Signature Workshop “Working with Diverse Physical and Mental Ability.” 📩 Message me to learn how we can bring this powerful session to your team. #UniversalDesign #InclusiveWorkplaces #ChampionDiverseVoices #Neurodiversity #BelongingByDesign #AccessibilityMatters

When Teams Grow, Design Their Experience: An LXD Perspective. Rapid growth is often celebrated as a marker of success. Teams expand, business objectives increase, and new responsibilities are introduced. Yet growth often comes faster than the systems and processes that support it , leaving teams misaligned, overwhelmed, and disengaged. A sales team I worked with had grown from 10 to 25 members over six months. While expansion brought exciting opportunities , it also introduced a host of challenges: 📝 Increased administrative work and reporting requirements 📅 More frequent meetings for alignment across an expanded team 🎯 Higher performance expectations and KPIs ❓ Ambiguity in roles and responsibilities as new members joined Despite their enthusiasm and capability, the team began reporting stress, confusion, and a sense of constant pressure. From a Learning Experience Design perspective, processes that worked for a smaller team often do not scale without adjustment. The team’s capacity their available time, attention, and cognitive bandwidth did not expand in line with expectations. Role ambiguity and overlapping responsibilities created duplication of effort and accountability gaps. Here came an opportunity to redesign the team’s capacity and learning ecosystem rather than simply redistribute tasks. Key interventions included: 🔍 Conduct a Capacity Audit: Every task, meeting, and reporting requirement was analyzed to identify bottlenecks, duplication, and low-value activities. 📌 Prioritize Strategic Work: Non-essential tasks were delegated or removed. Core responsibilities aligned with business impact were clearly highlighted. ⚙️ Redesign Processes: Reporting templates were streamlined, recurring meetings reduced, and approvals standardized to reduce friction. 💡 Embed Reflection and Learning: Weekly “team retrospectives” were introduced, where team members shared wins, challenges, and lessons learned, enabling process improvement and knowledge transfer. 🧩 Clarify Roles and Responsibilities: Each team member’s tasks and ownership were mapped, eliminating overlap and increasing accountability. The results were striking. Performance stabilized as team members could focus on fewer, high-impact activities. Engagement increased 💪 because individuals felt their work mattered, and they had the space to contribute strategically rather than simply execute. Teams are more than output machines they are human systems. Rapid expansion can overwhelm these systems if we fail to consider capacity, clarity, and reflection. Designing growth with empathy and learning in mind ensures that teams remain motivated, skilled, and aligned. Ultimately, success comes not from doing more, but from doing better, together 🤝. #microlearning #learningeveryday #learningwithhiral #LearningExperienceDesign #EmployeeEngagement #Leadership #TeamDevelopment #ContinuousLearning #TeamCollaboration #LeadershipDevelopment

Designing training programs that actually transform learners? Start with this timeless truth: People don’t learn just by listening. They learn by doing. One of the models I often use while designing development interventions is the 70-20-10 model of learning. Originally developed by McCall, Eichinger, and Lombardo, this framework continues to remain relevant — even in an age of AI-driven learning and digital platforms. Here’s how it breaks down: 1) 70% – Experiential Learning - Learning by doing. On-the-job tasks, stretch assignments, simulations, and real-life decision-making. This is where actual transformation happens. It’s the space where knowledge turns into capability. 2) 20% – Social Learning - Learning from people. Through feedback, coaching, mentoring, peer discussions — we learn by observing, reflecting, and engaging with others. It deepens context and creates community. 3) 10% – Formal Learning - Learning from structured content. Workshops, courses, textbooks, instructional videos. Still important — but only a small piece of the bigger puzzle. When I design workshops, I treat this model not as a formula — but as a design principle. The formal workshops (10%) introduce key concepts. The social components (20%) reinforce it through feedback and peer exchange. But it’s the on-the-job application (70%) that brings the real shift. Because people don’t remember slides — they remember experiences. The 70-20-10 model is a reminder that learning isn’t an event. It’s a process. Transformation doesn’t come from knowing… it comes from doing. If you're building learning programs for your organization, start by asking: “Where will this show up in their real work?” That’s where learning becomes meaningful. #LearningAndDevelopment #CorporateTraining #ManishKhanolkar

Designing learning that works for every mind. In preparation for our session at World of Learning in October, Emma Hutchins and I are asking neurodivergent learners to share the 'one thing' above all others that would improve their digital learning experience. Thanks so much to everyone who engaged with and contributed to our last LI post. The list below is what we have so far. But are we missing anything? We'd love to hear from you in the comments if your 'one thing' doesn't appear on our list. Content design and structure - Provide clear and consistent instructions throughout all learning materials. - Ensure a clear and logical content structure so information fits neatly into well-defined categories. - Avoid poor colour contrast and other design issues that contribute to sensory overload. - Avoid locked navigation controls (like 'Continue' buttons) unless it is obvious what needs to be completed to progress. Control over media and sensory input - If possible, avoid linking to external video sites (such as YouTube) unless the learner’s return path is clear and accessible. - Do not include moving or animated content unless learners can pause or stop it. - Allow learners to change the speed of video content (both slower and faster) to suit their processing needs. - Always provide transcripts for video and audio to offer choice in how content is accessed. - Give learners control over narration and audio - allow them to start, stop, or bypass it entirely. - Keep multimedia experiences manageable to avoid overstimulation from multi-sensory overload. Assessment and feedback design - Write unambiguous questions and instructions and test them for clarity. - Provide clear, direct feedback for knowledge checks - explicitly state the correct answer and explain why it is correct. - Avoid double negatives in both questions and feedback, as they slow comprehension and retention. #WOL25 #Neurodiversity #Inclusion #Accessibility  (Five outlined human profiles, each with different colourful brain representations, including connected nodes, flowers, gears, puzzle pieces, and hearts, symbolising diverse thinking styles.)