To build learning that makes a difference, you need the right tools. And you’ll find them here. These resources are built for learning professionals who are ready to stop checking boxes and start driving outcomes. From step-by-step guides to tutorials and research, everything here is designed to help you move from activity to impact.
Take what you need. Create what matters. Lead the change.
The Learning DNA Implementation Guide is a 7-day sprint that takes you from vague training requests to measurable proof that learning drives results. No theory. No fluff. Just a field-tested framework you can use this week to show that learning creates real business impact.
By Day 7, you’ll have run a real pilot, gathered real data, and captured a tested design you can scale or refine. It’s practical, measurable, and built for outcomes.
These articles dig into the real challenges of our field and what it takes to move learning from safe to significant. Each one blends practical insight with honest reflection, covering creativity, leadership, technology, and strategy. The goal isn’t more noise. It’s sharper thinking, real stories, and ideas you can use to create lasting impact.
These papers share the research that grounds my frameworks in real data. They explore how personalized learning scales inside organizations and how evidence connects design decisions to measurable outcomes. If you want the deeper dive — the proof behind the practice — you can download them here.
This literature review explores the impact and application of personalized learning in corporate education, synthesizing its theoretical foundations, design strategies, and demonstrated positive outcomes like enhanced motivation and job performance. It tackles key challenges for the workplace, including the field's lack of a unified definition and the tension between AI-driven adaptivity and the critical need for human interaction.
This mixed-methods study, grounded in Cognitive Load Theory and Metacognitive Theory, investigates how advanced learners perceive metacognitive prompts (MCPs) in multimedia environments. We find a moderately strong positive correlation: while MCPs enhance metacognitive engagement, they also significantly increase perceived cognitive load, challenging the assumption that prompts always ease mental effort. The research details a critical "dual nature" of prompts, showing they can be either a vital cognitive aid or a burdensome distraction, depending on their design and context.
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