In this episode we talk about more specific learning theory, and we go into detail about Blooms Taxonomy, The Kirkpatrick model, and self-directed learning.  These models help us to create better training, define our learning objectives better, and evaluate not only if our learners enjoyed the training, but did it make an improvement in their work performance.

In this episode we talk about more specific learning theory, and we go into detail about Blooms Taxonomy, The Kirkpatrick model, and self-directed learning. These models help us to create better training, define our learning objectives better, and evaluate not only if our learners enjoyed the training, but did it make an improvement in their work performance.

In this episode we talk about more specific learning theory, and we go into detail about Blooms Taxonomy, The Kirkpatrick model, and self-directed learning.&nbsp; These models help us to create better training, define our learning objectives better, and evaluate not only if our learners enjoyed the training, but did it make an improvement in their work performance.

More Learning Theory

An L&amp;D podcast with Senior Instructional Designer Jeremy Brown &amp; Senior Project Manager Sarah Meyer. To put it simply: we are terrible students. That doesn't mean that we aren't paying attention, that we don’t understand the course content, or that we can’t pass whatever assessment is at the end. It means that if we’re in a class, we’re probably evaluating the course itself more than listening. We are listening to speech patterns, evaluating how the course is put together, and if the flow is how “we would have done it.” My hot take, one of many discussed in the podcast, is that the most effective IDs are actually terrible students. This type of ID is the training SME you want when it comes time to engage other “terrible” students.&nbsp; Check us out at lumious.com

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An L&D podcast with Senior Instructional Designer Jeremy Brown & Senior Project Manager Sarah Meyer. To put it simply: we are terrible students. That doesn't mean that we aren't paying attention, that we don’t understand the course content, or that we can’t pass whatever assessment is at the end. It means that if we’re in a class, we’re probably evaluating the course itself more than listening. We are listening to speech patterns, evaluating how the course is put together, and if the flow is how “we would have done it.” My hot take, one of many discussed in the podcast, is that the most effective IDs are actually terrible students. This type of ID is the training SME you want when it comes time to engage other “terrible” students.  Check us out at lumious.com

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More Learning Theory

More Learning Theory