Why is some learning more effective than others? Why do well-designed courses still fail to change behaviour? And how do you decide which delivery approach — classroom, virtual, digital, or blended — actually makes sense for what people need to do?
There’s no one-size-fits-all answer to those questions. But there are well-established principles that explain why some learning transfers smoothly into practice — and why other learning never does.
The problem is that most instructional design focuses on what to teach and how to package it, rather than on the nature of the transfer challenge itself.
This stream reframes instructional design around a more practical starting point:
- what kind of transfer is actually required
- how far learners need to move from where they are now, and
- what that means for practice, support, and delivery choices
Once you see learning through this lens, decisions about activities, blends, and formats become far clearer — and a lot of unnecessary design effort simply disappears.
