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203 Designing For When It Matters

1:15 PM - 2:15 PM Wednesday, October 29


Monet 2

To meet the real needs of an organization’s learning and performance strategy, learning programs have to be designed appropriately. On principle, this means acquiring performance objectives, mapping to meaningful practice, presenting models that guide application, supporting with reasonable examples, and making the experience engaging. In practice, you have subject matter experts who don’t have access to what they do, tools that are aligned with knowledge presentation, pre-existing processes and practices that are hard to change, stakeholders who mistake sizzle for steak, and limits on schedule and budget.

In this session, you will explore a case study of an organization’s attempt to successfully meld meaningful outcomes under pragmatic constraints. We’ll discuss what worked, what adjustments had to be made, and what’s still left to figure out. You will leave this session with better context of how to build a learning strategy that works when it really matters.

In this session, you will learn:

  • The principles of learning that achieve outcomes
  • The barriers to success and the tradeoffs that have to be made
  • The lessons learned from a serious attempt to change

Novice to advanced designers, developers, project managers, and managers.

Technology discussed in this session:

Clark Quinn

Executive Director


Clark Quinn, PhD has been innovating for business, education, government, and the not-for-profit sectors for over 30 years. Integrating creativity, cognitive science, and technology, he delivers engaging and effective solutions to learning, knowledge, and performance needs. Dr. Quinn has led the design of elearning, mlearning, games, and adaptive & performance support systems. An internationally known speaker, consultant, and author with five books, he has served as an executive in online and elearning initiatives. He works on behalf of clients through Quinnovation.

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