Evidence-Informed Learning Design audiobook cover - Creating Training to Improve Performance

Evidence-Informed Learning Design

Creating Training to Improve Performance

Mirjam Neelen & Paul A. Kirschner

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Quiz — Test Your Understanding

Question 1 of 7
According to the text, why is the concept of 'learning styles' considered a harmful myth in learning experience design?
  • A. It relies too heavily on vague and emotional language in its scientific literature.
  • B. It leads educators to create parallel materials, spiraling costs without improving learning outcomes.
  • C. It prevents learners from collaborating with their peers and sharing diverse perspectives.
  • D. It causes students to experience high levels of anxiety and lowered self-esteem.
Question 2 of 7
Why is handwritten note-taking recommended over typing on a laptop during training sessions?
  • A. Typing causes students to transcribe information verbatim without cognitively processing it.
  • B. Handwriting has been proven to improve the physical memory trace in the brain's motor cortex.
  • C. Laptops emit blue light which has been shown to decrease intrinsic motivation.
  • D. Handwriting ensures that learners capture every single word the instructor says.
Question 3 of 7
What is 'epistemic feedback' in the context of learning design?
  • A. Providing the learner with the correct answer immediately so they can memorize it.
  • B. Giving generic praise to boost the learner's self-esteem and intrinsic motivation.
  • C. Comparing the learner's progress to their peers to foster a competitive learning environment.
  • D. Questioning how the learner arrived at their answer and providing just enough information for them to self-correct.
Question 4 of 7
According to the text, what is a potential negative consequence of giving generic praise to learners?
  • A. It can decrease the intrinsic motivation needed to reach learning goals.
  • B. It frequently causes learners to develop a false sense of having learned the material.
  • C. It leads to cognitive overload by distracting the learner from the main topic.
  • D. It forces students to rely exclusively on their Personal Learning Network (PLN).
Question 5 of 7
Why is 're-reading' considered an ineffective learning strategy?
  • A. It strengthens the memory trace too quickly, leading to burnout.
  • B. It gives learners a false sense of understanding because they simply recognize the information.
  • C. It forces learners to memorize information rather than applying it to novel problems.
  • D. It requires parallel materials which spiral the costs of the learning experience.
Question 6 of 7
How does the strategy of 'spaced repetition' improve learning outcomes?
  • A. By having students highlight key terms repeatedly during a single study session.
  • B. By providing immediate, corrective feedback every time a student makes a mistake.
  • C. By requiring learners to recall information from long-term memory after a break, strengthening the memory trace.
  • D. By encouraging students to type out their notes multiple times over the course of a week.
Question 7 of 7
What is a key benefit of encouraging learners to build a Personal Learning Network (PLN)?
  • A. It allows learners to outsource their spaced repetition flashcards to colleagues.
  • B. It provides a wide range of diverse perspectives to help solve novel problems.
  • C. It replaces the need for supervisors or formal learning experience designers.
  • D. It ensures that learners receive consistent generic praise to maintain their self-esteem.

Evidence-Informed Learning Design — Full Chapter Overview

Evidence-Informed Learning Design Summary & Overview

Evidence-Informed Learning Design (2020) takes stock of where learning and development in the workplace is today. While many learning myths are still encountered in contemporary workplace learning, there’re effective ways for learning professionals to identify them – and stamp them out. Once this is done, there are a number of fantastic techniques learning professionals can utilize to help assist employee learning.

Who Should Listen to Evidence-Informed Learning Design?

  • learning professionals looking to up their game
  • employees looking to get ahead with their professional knowledge
  • students of any persuasion hoping to discover effective learning strategies

About the Author: Mirjam Neelen & Paul A. Kirschner

Mirjam Neelen is the Head of Global Learning Design and Learning Sciences in Novartis. She’s worked in various learning design roles over the last 15 years, including stints at Accenture, Google, and Houghton Mifflin Harcourt.

Paul A. Kirschner is Emeritus Professor of Educational Psychology at the Open University of the Netherlands. He can often be found doing speaking engagements around the world, and his research has been widely published.

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