In the world of learning design, not all advice is created equal. While there's plenty of wisdom out there, there's also a fair share of misguided suggestions that can lead aspiring and even experienced learning designers astray. Let's dive into some of the worst advice we've encountered in the field of learning design and why it's best to ignore it.
This advice fundamentally misunderstands the nature of effective e-learning. Simply taking a PowerPoint presentation and putting it online does not create an engaging or effective learning experience. E-learning should be interactive, learner-centered, and designed specifically for the digital medium.
Content overload is a real problem in learning design. Cramming as much information as possible into a course doesn't lead to better learning outcomes. Instead, it often results in cognitive overload and poor retention. Effective learning design focuses on essential content and allows time for practice and reflection.
This advice ignores the reality of how people interact with digital content. Most learners skim and scan, especially in self-paced e-learning. Designing with the assumption that learners will read every word often leads to ineffective courses. Instead, use concise writing, bullet points, and meaningful visuals to convey key information.
While learning designers don't need to be experts in every subject they work on, having no understanding of the content is a recipe for disaster. Good learning design requires enough subject matter knowledge to organize content effectively, create relevant activities, and communicate with subject matter experts.
Chasing the newest tech trends without considering their educational value can lead to gimmicky, ineffective learning experiences. Technology should support learning objectives, not dictate them. Sometimes, simpler tech solutions are more effective and accessible.
The idea that all learners can be categorized into fixed learning styles (visual, auditory, kinesthetic) has been largely debunked. Designing courses to cater exclusively to supposed learning styles can limit the learning experience. Instead, use a variety of presentation methods to engage learners in different ways.
While engagement is important, not every learning experience needs to be (or should be) entertaining. Sometimes, learning requires focus and effort. Overemphasis on "fun" can trivialize important content and lead to design choices that distract from learning objectives.
Treating assessment as something to tack on at the end of the design process often results in ineffective evaluation that doesn't align with learning objectives. Good assessments should be integrated throughout the learning experience and designed to measure meaningful outcomes.
With the increasing prevalence of mobile learning, designing only for desktop users is shortsighted. Even if mobile isn't the primary platform for your learners, ignoring mobile responsiveness can exclude a significant portion of your audience.
Learning design isn't a "set it and forget it" process. The idea that you can create a course and never need to update it ignores the dynamic nature of information and the importance of continuous improvement based on learner feedback and performance data.
While these pieces of advice might seem obviously flawed to experienced learning designers, they continue to circulate, especially among those new to the field. Good learning design requires critical thinking, an understanding of cognitive science, and a learner-centered approach. It's about creating experiences that facilitate genuine understanding and skill development, not just delivering information or following trends.
As learning designers, it's crucial to question conventional wisdom, stay informed about research in learning science, and always prioritize the needs of the learners. By avoiding these common pitfalls and focusing on evidence-based practices, we can create more effective, engaging, and impactful learning experiences.
