“eLearning has a problem, and it’s not AI.” — from linkedin.com by Dr. Heidi Kirby
.
On 03/12/2025,
in accessibility / UDL, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, design, elearning, engagement / engaging students, instructional design, learning ecosystem, Learning Experience Design, quality, training / L&D, United States, workplace,
by Daniel Christian
On 03/07/2025,
in Artificial Intelligence/Agents/LLMs/and Related, business, collaboration, colleges, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, human-computer interaction (HCI), ideas, instructional design, intelligent systems, intelligent tutoring, K-12 related, platforms, productivity / tips and tricks, student-related, teachers, teaching & learning, technologies for your home, tools, training / L&D, United States, universities, vendors, wearables, writing,
by Daniel Christian
Drive Continuous Learning: AI Integrates Work & Training — from learningguild.com by George Hanshaw
Imagine with me for a moment: Training is no longer confined to scheduled sessions in a classroom, an online module or even a microlearning you click to activate during your workflow. Imagine training being delivered because the system senses what you are doing and provides instructions and job aids without you having to take an action.
The rapid evolution of artificial intelligence (AI) and wearable technology has made it easier than ever to seamlessly integrate learning directly into the workflow. Smart glasses, earpieces, and other advanced devices are redefining how employees gain knowledge and skills by delivering microlearning moments precisely when and where they are needed.
AI plays a crucial role in this transformation by sensing the optimal moment to deliver the training through augmented reality (AR).
These Schools Are Banding Together to Make Better Use of AI in Education — from edsurge.com by Emily Tate Sullivan
Kennelly and Geraffo are part of a small team at their school in Denver, DSST: College View High School, that is participating in the School Teams AI Collaborative, a year-long pilot initiative in which more than 80 educators from 19 traditional public and charter schools across the country are experimenting with and evaluating AI-enabled instruction to improve teaching and learning.
The goal is for some of AI’s earliest adopters in education to band together, share ideas and eventually help lead the way on what they and their colleagues around the U.S. could do with the emerging technology.
“Pretty early on we thought it was going to be a massive failure,” says Kennelly of last semester’s project. “But it became a huge hit. Students loved it. They were like, ‘I ran to second period to build this thing.’”
Transactional vs. Conversational Visions of Generative AI in Teaching — from elmartinsen.substack.com by Eric Lars Martinsen
AI as a Printer, or AI as a Thought Partner
As writing instructors, we have a choice in how we frame AI for our students. I invite you to:
- Experiment with AI as a conversation partner yourself before introducing it to students
- Design assignments that leverage AI’s strengths as a thought partner rather than trying to “AI-proof” your existing assignments
- Explicitly teach students how to engage in productive dialogue with AI—how to ask good questions, challenge AI’s assumptions, and use it to refine rather than replace their thinking
- Share your experiences, both positive and negative, with colleagues to build our collective understanding of effective AI integration
On 03/05/2025,
in adult learning, attention, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, creativity, engagement / engaging students, lifelong learning, microlearning, professional development, training / L&D, workplace,
by Daniel Christian
Learning as a Learning Professional: Unlock Hidden Opportunities — from learningguild.com by Will Thalheimer
As learning professionals, we help others grow—but how well are we developing ourselves? And does it really matter? Absolutely! In this article, I’ll explore why mastering the art of learning is crucial for our success and share strategies that go beyond traditional professional development.
Why learning matters for us
We need to be strong learners because our work demands broad expertise. We must understand the learning sciences, instructional design, project management, technology, evaluation, organizational dynamics, and business strategy. We also need to navigate a sea of learning frameworks, approaches, and models.
Also from learningguild.com, see:
Microlearning: The Key to Capturing Modern Learners’ Attention — by Sergiy Movchan
This shift in how we consume and process information is challenging traditional learning methods, which are finding it increasingly difficult to keep learners’ attention.
Microlearning is a bridge to the attention of today’s learners, delivering complex topics in short, manageable pieces. Whether it’s a five-minute video, a quick quiz, or a short lesson, microlearning makes it easier for students to stay engaged. Microlearning often holds learners’ attention better and for longer compared to standard learning methods.
Typical low completion rates clearly show the need for innovative approaches to content delivery and student engagement. Microlearning offers the answer to this need.
Cultivating Creativity as an L&D Professional — by Katie Belle (Curry) Nelson
Instructional designers and learning professionals are creative by nature. We are called upon to be creative with technology like Articulate, Camtasia, or Captivate. More often than we would like, organizations, red tape, and clients require us to be creative with timelines and budgets. Being creative is a core qualification and requirement of our work. So, what do we do when we feel like the creative river has run to a trickle or dried up entirely?
On 02/26/2025,
in Artificial Intelligence/Agents/LLMs/and Related, collaboration, Google, health, ideas, innovation, Open AI, organizational change, pace of change, platforms, research, science, tools, training / L&D, trends, United States, vendors, workplace,
by Daniel Christian
You can now use Deep Research without $200 — from flexos.work
Accelerating scientific breakthroughs with an AI co-scientist — from research.google by Juraj Gottweis and Vivek Natarajan
We introduce AI co-scientist, a multi-agent AI system built with Gemini 2.0 as a virtual scientific collaborator to help scientists generate novel hypotheses and research proposals, and to accelerate the clock speed of scientific and biomedical discoveries.
Now decides next: Generating a new future — from Deloitte.com
Deloitte’s State of Generative AI in the Enterprise Quarter four report
There is a speed limit. GenAI technology continues to advance at incredible speed. However, most organizations are moving at the speed of organizations, not at the speed of technology. No matter how quickly the technology advances—or how hard the companies producing GenAI technology push—organizational change in an enterprise can only happen so fast.
Barriers are evolving. Significant barriers to scaling and value creation are still widespread across key areas. And, over the past year regulatory uncertainty and risk management have risen in organizations’ lists of concerns to address. Also, levels of trust in GenAI are still moderate for the majority of organizations. Even so, with increased customization and accuracy of models—combined with a focus on better governance— adoption of GenAI is becoming more established.
Some uses are outpacing others. Application of GenAI is further along in some business areas than in others in terms of integration, return on investment (ROI) and expectations. The IT function is most mature; cybersecurity, operations, marketing and customer service are also showing strong adoption and results. Organizations reporting higher ROI for their most scaled initiatives are broadly further along in their GenAI journeys.
On 02/25/2025,
in Access to Justice (A2J), career development, credentialing, legal reform, legislatures / government / legal, society, training / L&D, United States, workplace,
by Daniel Christian
Frontline Justice — from the-job.beehiiv.com by Paul Fain
Campaign seeks to create training standards and certification for a new type of legal job.
Democratizing Legal Help
Most Americans struggle with a legal problem at some point, whether it’s a dispute with a landlord or a challenge accessing public benefits. Yet low-income people typically can’t afford a lawyer, and more than 90% fail to get enough help with their civil legal problems.
To expand access to high-quality legal assistance, the nonprofit Frontline Justice is leading a campaign to develop a new type of job role—frontline legal helpers. As part of that effort, a recently launched task force is working on standards and credentialing for training these workers.
The Big Idea: Community justice workers won’t be lawyers. In fact, the campaign’s leaders say lawyer-only solutions don’t scale, and that focusing on lawyers can exclude people who are closest to the problems of unmet legal needs.
Also relevant/see:
On 02/20/2025,
in Alternatives, assessment, business, career development, change, changing business models, credentialing, experimentation, future, game-changing environment, ideas, skills, training / L&D, vendors, workplace,
by Daniel Christian
Market scan: What’s possible in the current skills validation ecosystem? — from eddesignlab.org
Education Design Lab provides an overview of emerging practices + tools in this 2025 Skills Validation Market Scan.
Employers and opportunity seekers are excited about the possibilities of a skills-based ecosystem, but this new process for codifying a person’s experiences and abilities into skills requires one significant, and missing, piece: Trust. Employers need to trust that the credentials they receive from opportunity seekers are valid representations of their skills. Jobseekers need to trust that their digital credentials are safe, accurate, and will lead to employment and advancement.
Our hypothesis
We posit that the trust needed for the validation of skills to be brought into a meaningful reality is established through a network of skills validation methods and opportunities. We also recognize that the routes through which an individual can demonstrate skills are as varied as the individuals themselves. Therefore, in order to equitably create a skills-based employment ecosystem, the routes by which skills are validated must be held together with common standards and language, but flexible enough to accommodate a multitude of validation practices.
On 02/20/2025,
in 21st century, adult learning, Artificial Intelligence/Agents/LLMs/and Related, Asia, Augmented Reality (AR), Australia, budgets, business, Canada, change, CMS/LMS, colleges, communities of practice, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, digital learning, education technology, elearning, emerging technologies, Europe, experimentation, faculty/staff, game-changing environment, generational differences, global / globalization, higher education, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, K-12 related, learning, learning ecosystem, Learning Experience Design, learning preferences, lifelong learning, Metaverse, microlearning, personalized/customized learning, platforms, productivity / tips and tricks, skills, technology (general), training / L&D, trends, UK, United States, universities, vendors, Virtual Reality (VR) / worlds / learning, XR - extended reality,
by Daniel Christian
The Learning & Development Global Sentiment Survey 2025 — from donaldhtaylor.co.uk by Don Taylor
The L&D Global Sentiment Survey, now in its 12th year, once again asked two key questions of L&D professionals worldwide:
- What will be hot in workplace learning in 2025?
- What are your L&D challenges in 2025?
For the obligatory question on what they considered ‘hot’ topics, respondents voted for one to three of 15 suggested options, plus a free text ‘Other’ option. Over 3,000 voters participated from nearly 100 countries. 85% shared their challenges for 2025.
The results show more interest in AI, a renewed focus on showing the value of L&D, and some signs of greater maturity around our understanding of AI in L&D.
On 02/20/2025,
in 21st century, 24x7x365 access, adjunct faculty, adult learning, Artificial Intelligence/Agents/LLMs/and Related, colleges, communications, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, Daniel S. Christian, digital audio, e-readers, education technology, emerging technologies, engagement / engaging students, experimentation, faculty/staff, future of higher education, game-changing environment, higher education, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, IT in HE, K-12 related, languages and translation, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, legislatures / government / legal, liberal arts, mathematics, multimedia, pedagogy, personalized/customized learning, platforms, research, STEAM-related, student-related, teachers, tools, training / L&D, trends, United States, universities, vendors, vision/possibilities,
by Daniel Christian
AI in K12: Today’s Breakthroughs and Tomorrow’s Possibilities (webinar)
How AI is Transforming Classrooms Today and What’s Next
Audio-Based Learning 4.0 — from drphilippahardman.substack.com by Dr. Philippa Hardman
A new & powerful way to leverage AI for learning?
At the end of all of this my reflection is that the research paints a pretty exciting picture – audio-based learning isn’t just effective, it’s got some unique superpowers when it comes to boosting comprehension, ramping up engagement, and delivering feedback that really connects with learners.
While audio has been massively under-used as a mode of learning, especially compared to video and text, we’re at an interesting turning point where AI tools are making it easier than ever to tap into audio’s potential as a pedagogical tool.
What’s super interesting is how the solid research backing audio’s effectiveness is and how well this is converging with these new AI capabilities.
From DSC:
I’ve noticed that I don’t learn as well via audio-only based events. It can help if visuals are also provided, but I have to watch the cognitive loads. My processing can start to get overloaded — to the point that I have to close my eyes and just listen sometimes. But there are people I know who love to listen to audiobooks and prefer to learn that way. They can devour content and process/remember it all. Audio is a nice change of pace at times, but I prefer visuals and reading often times. It needs to be absolutely quiet if I’m tackling some new information/learning.
In Conversation With… Ashton Cousineau — from drphilippahardman.substack.com by Dr. Philippa Hardman
A new video series exploring how L&D professionals are working with AI on the ground
The Learning Research Digest vol. 28 — from learningsciencedigest.substack.com by Dr. Philippa Hardman
Hot Off the Research Press This Month:
- AI-Infused Learning Design – A structured approach to AI-enhanced assignments using a three-step model for AI integration.
- Mathematical Dance and Creativity in STEAM – Using AI-powered motion capture to translate dance movements into mathematical models.
- AI-Generated Instructional Videos – How adaptive AI-powered video learning enhances problem-solving and knowledge retention.
- Immersive Language Learning with XR & AI – A new framework for integrating AI-driven conversational agents with Extended Reality (XR) for task-based language learning.
- Decision-Making in Learning Design – A scoping review on how instructional designers navigate complex instructional choices and make data-driven decisions.
- Interactive E-Books and Engagement – Examining the impact of interactive digital books on student motivation, comprehension, and cognitive engagement.
- Elevating Practitioner Voices in Instructional Design – A new initiative to amplify instructional designers’ contributions to research and innovation.
Deep Reasoning, Agentic AI & the Continued Rise of Specialised AI Research & Tools for Education — from learningfuturesdigest.substack.com by Dr. Philippa Hardman
Here’s a quick teaser of key developments in the world of AI & learning this month:
- DeepSeek R-1, OpenAI’s Deep Seek & Perplexity’s ‘Deep Research’ are the latest additions to a growing number of “reasoning models” with interesting implications for evidence-based learning design & development.
- The U.S. Education Dept release an AI Toolkit and a fresh policy roadmap enabling the adoption of AI use in schools.
- Anthropic Release “Agentic Claude”, another AI agent that clicks, scrolls, and can even successfully complete e-learning courses…
- Oxford University Announce the AIEOU Hub, a research-backed research lab to support research and implementation on AI in education.
- “AI Agents Everywhere”: A Forbes peek at how agentic AI will handle the “boring bits” of classroom life.
- [Bias klaxon!] Epiphany AI: My own research leads to the creation of a specialised, “pedagogy first” AI co-pilot for instructional design marking the continued growth of specialised AI tools designed for specific industries and workflows.
AI is the Perfect Teaching Assistant for Any Educator — from unite.ai by Navi Azaria, CPO at Kaltura
Through my work with leading educational institutions at Kaltura, I’ve seen firsthand how AI agents are rapidly becoming indispensable. These agents alleviate the mounting burdens on educators and provide new generations of tech-savvy students with accessible, personalized learning, giving teachers the support they need to give their students the personalized attention and engagement they deserve.
Learning HQ — from ai-disruptor-hq.notion.site
This HQ includes all of my AI guides, organized by tool/platform. This list is updated each time a new one is released, and outdated guides are removed/replaced over time.
How AI Is Reshaping Teachers’ Jobs — from edweek.org
Artificial intelligence is poised to fundamentally change the job of teaching. AI-powered tools can shave hours off the amount of time teachers spend grading, lesson-planning, and creating materials. AI can also enrich the lessons they deliver in the classroom and help them meet the varied needs of all students. And it can even help bolster teachers’ own professional growth and development.
Despite all the promise of AI, though, experts still urge caution as the technology continues to evolve. Ethical questions and practical concerns are bubbling to the surface, and not all teachers feel prepared to effectively and safely use AI.
In this special report, see how early-adopter teachers are using AI tools to transform their daily work, tackle some of the roadblocks to expanded use of the technology, and understand what’s on the horizon for the teaching profession in the age of artificial intelligence.
“Book Review: Designing Accessible Learning Content” [Bozarth] + other items from The Learning Guild
On 02/05/2025,
in accessibility / UDL, adult learning, Bias | Diversity Equity & Inclusion (DE&I), productivity / tips and tricks, professional development, training / L&D,
by Daniel Christian
Book Review: Designing Accessible Learning Content — from learningguild.com by Jane Bozarth
What a great treat to receive a review copy of Susi Miller’s new book! This updated edition of her wonderful Designing Accessible Learning Content: A Practical Guide to Applying Best Practice Accessibility Standards to L&D Resources (2nd edition) is a must-have for anyone trying to make sense of accessibility standards. Updates in this new version include a deep dive into the revised WCAG 2.2 standards, affordances of and concerns about the evolution of AI, and information about the new European Accessibility Act, which puts pressure on commercial endeavors as well as public sector entities to ensure good accessibility practices.
- Not All Learners Love Tech: 4 Ways to Create More Inclusive eLearning — from learningguild.com by Katie Belle (Curry) Nelson
- 5 Reasons to Make Professional Development a Priority. — from learningguild.com by Dr. Barb Lesniak
On 02/01/2025,
in 21st century, 24x7x365 access, adjunct faculty, adult learning, Artificial Intelligence/Agents/LLMs/and Related, bots, career development, content development, aggregation, repositories, corporate universities / corporate training, digital learning, education, education technology, emerging technologies, experimentation, faculty/staff, future, future of higher education, game-changing environment, generational differences, higher education, human-computer interaction (HCI), instructional design, intelligent systems, intelligent tutoring, IT in HE, K-12 related, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, platforms, productivity / tips and tricks, student-related, teachers, teaching & learning, teaching online, technologies for your home, the downsides of how people use tech, tools, training / L&D, trends, United States, universities, vendors,
by Daniel Christian
DeepSeek: How China’s AI Breakthrough Could Revolutionize Educational Technology — from nickpotkalitsky.substack.com by Nick Potkalitsky
Can DeepSeek’s 90% efficiency boost make AI accessible to every school?
The most revolutionary aspect of DeepSeek for education isn’t just its cost—it’s the combination of open-source accessibility and local deployment capabilities. As Azeem Azhar notes, “R-1 is open-source. Anyone can download and run it on their own hardware. I have R1-8b (the second smallest model) running on my Mac Mini at home.”
…
Real-time Learning Enhancement
- AI tutoring networks that collaborate to optimize individual learning paths
- Immediate, multi-perspective feedback on student work
- Continuous assessment and curriculum adaptation
The question isn’t whether this technology will transform education—it’s how quickly institutions can adapt to a world where advanced AI capabilities are finally within reach of every classroom.
Over 100 AI Tools for Teachers — from educatorstechnology.com by Med Kharbach, PhD
I know through your feedback on my social media and blog posts that several of you have legitimate concerns about the impact of AI in education, especially those related to data privacy, academic dishonesty, AI dependence, loss of creativity and critical thinking, plagiarism, to mention a few. While these concerns are valid and deserve careful consideration, it’s also important to explore the potential benefits AI can bring when used thoughtfully.
Tools such as ChatGPT and Claude are like smart research assistants that are available 24/7 to support you with all kinds of tasks from drafting detailed lesson plans, creating differentiated materials, generating classroom activities, to summarizing and simplifying complex topics. Likewise, students can use them to enhance their learning by, for instance, brainstorming ideas for research projects, generating constructive feedback on assignments, practicing problem-solving in a guided way, and much more.
The point here is that AI is here to stay and expand, and we better learn how to use it thoughtfully and responsibly rather than avoid it out of fear or skepticism.
Beth’s posting links to:
- Digital Education Council Global AI Faculty Survey 2025 — from digitaleducationcouncil.com
From Theory to Practice: How Generative AI is Redefining Instructional Materials — from edtechinsiders.substack.com by Alex Sarlin
Top trends and insights from The Edtech Insiders Generative AI Map research process about how Generative AI is transforming Instructional Materials
As part of our updates to the Edtech Insiders Generative AI Map, we’re excited to release a new mini market map and article deep dive on Generative AI tools that are specifically designed for Instructional Materials use cases.
In our database, the Instructional Materials use case category encompasses tools that:
- Assist educators by streamlining lesson planning, curriculum development, and content customization
- Enable educators or students to transform materials into alternative formats, such as videos, podcasts, or other interactive media, in addition to leveraging gaming principles or immersive VR to enhance engagement
- Empower educators or students to transform text, video, slides or other source material into study aids like study guides, flashcards, practice tests, or graphic organizers
- Engage students through interactive lessons featuring historical figures, authors, or fictional characters
- Customize curriculum to individual needs or pedagogical approaches
- Empower educators or students to quickly create online learning assets and courses
On a somewhat-related note, also see:
- Tech & Learning Announces Winners of Best of 2024 — from techlearning.com by TL Editors
This annual award celebrates recognizing the best in EdTech from 2024
On 01/28/2025,
in Artificial Intelligence/Agents/LLMs/and Related, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, education, emerging technologies, higher education, human-computer interaction (HCI), ideas, instructional design, intelligent systems, K-12 related, learning, learning agents, learning ecosystem, Learning Experience Design, pedagogy, platforms, productivity / tips and tricks, student-related, teachers, teaching & learning, teaching online, technologies for your home, technology (general), tools, training / L&D, trends, UK, United States, universities, vendors,
by Daniel Christian
Four objectives to guide artificial intelligence’s impact on higher education — from timeshighereducation.com by Susan C. Aldridge
How can higher education leaders manage both the challenge and the opportunity artificial intelligence presents? Here are four objectives to guide the way
That’s why, today, the question I’m asking is: How best can we proactively guide AI’s use in higher education and shape its impact on our students, faculty and institution? The answer to that broad, strategic question lies in pursuing four objectives that, I believe, are relevant for many colleges and universities.
In This Week’s Gap Letter — by Ryan Craig
Learning to use business software is different from learning to think. But if the software is sufficiently complex, how different is it really? What if AI’s primary impact on education isn’t in the classroom, but rather shifting the locus of learning to outside the classroom?
Instead of sitting in a classroom listening to a teacher, high school and college students could be assigned real work and learn from that work. Students could be matched with employers or specific projects provided by or derived from employers, then do the work on the same software used in the enterprise. As AI-powered digital adoption platforms (DAPs) become increasingly powerful, they have the potential to transform real or simulated work into educational best practice for students only a few years away from seeking full-time employment.
If DAPs take us in this direction, four implications come to mind….
The Impact of Gen AI on Human Learning: a research summary — from drphilippahardman.substack.com by Dr. Philippa Hardman
A literature review of the most recent & important peer-reviewed studies
In this week’s blog post, I share a summary of five recent studies on the impact of Gen AI on learning to bring you right up to date.
…
Implications for Educators and Developers
For Educators:
- Combine ChatGPT with Structured Activities: …
- Use ChatGPT as a Supplement, Not a Replacement:…
- Promote Self-Reflection and Evaluation:
For Developers:
- Reimagine AI for Reflection-First Design: …
- Develop Tools that Foster Critical Thinking: …
- Integrate Adaptive Support: …
Assessing the GenAI process, not the output — from timeshighereducation.com by Paul McDermott, Leoni Palmer, and Rosemary Norton
A framework for building AI literacy in a literature-review-type assessment
In this resource, we outline our advice for implementing an approach that opens AI use up to our students through a strategy of assessing the process rather than outputs.
To start with, we recommend identifying learning outcomes for your students that can be achieved in collaboration with AI.
What’s New: The Updated Edtech Insiders Generative AI Map — from edtechinsiders.substack.com by Sarah Morin, Alex Sarlin, and Ben Kornell
A major expansion on our previously released market map, use case database, and AI tool company directory.
.
Tutorial: 4 Ways to Use LearnLM as a Professor — from automatedteach.com by Graham Clay
Create better assessments, improve instructions and feedback, and tutor your students with this fine-tuned version of Gemini.
I cover how to use LearnLM
- to create sophisticated assessments that promote learning
- to develop clearer and more effective assignment instructions
- to provide more constructive feedback on student work, and
- to support student learning through guided tutoring
On 01/22/2025,
in adult learning, business, corporate / business world, corporate universities / corporate training, instructional design, learning, learning ecosystem, Learning Experience Design, microlearning, productivity / tips and tricks, professional development, training / L&D, United States, vendors,
by Daniel Christian
A Practical Framework for Microlearning Success: A Guide for Learning Leaders — from learningguild.com by Robyn A. Defelice
Gaining insight from the framework
Goals or Measurable Outcomes
- Key question: What business results do you expect from your microlearning strategy?
- Why it’s valuable: Clear, measurable outcomes create a foundation for alignment and accountability.
Purpose
- Key question: Why does this microlearning initiative exist?
- Why it’s valuable: L&D needs to know if they are solving a specific problem, supporting a broader strategy, or providing foundational knowledge.
Potential
- Key question: What opportunities exist if the purpose is actualized?
- Why it’s valuable: This helps to put into focus the measurable outcomes or if it is a true need for L&D to address.
Evaluation
- Key question: How will you measure success?
- Why it’s valuable: Defining metrics that track learner progress and link to business impact ensures that the design of these pieces is part of the overall solution and implementation plan.
…and more
By focusing on short-term wins, auditing for gaps, and planning strategically, L&D leaders can create initiatives that deliver meaningful, sustained results.