Learning By Design

Learning by design is our most recent competency based learning design workshop.  It’s a little different and quite unique and you are the main character in the event. Let me explain…..

Spectrain Catalyst for Learning

Learning By Design involves you as a learning and development consultant in identifying the development needs and designing learning for a team of busy scientists. The course is story based and features the fictitious company Catawampus who make herbal remedies to soothe feral cats. They employ a number of homoeopathists, biologists, aromatherapist’s and chemists and the business is supported by operational staff in the Finance, HR, Sales and Distribution departments.

Their products include Mewsic, Cattitude, Clawsome and innerflealings

You are a learning and development consultant who has been called in to help the organisation avoid a catastrophe. With the aid of a trusty mentor at Spectrain your role will be to follow the Learning by Design training course approach to develop and apply the following competencies:

Essential Competencies Learning by Design

  • Identifying development needs including skills, process, and consultancy approaches. To gain information about the business situation, the learning context and recommend appropriate learning solutions to address them
  • Identification and application of instructional approaches, tools, systems, and processes required for designing and developing effective learning
  • Identifying and incorporating a range of applications to push pre course learning
  • You will develop the confidence to make design decisions that better influence learners behaviour
  • You will apply techniques to develop learning resources and methods that aid retention of learning
  • You will develop the skills of a learning mentor in both online and face to face situations
  • And finally you will create a learner experience through your presentation using techniques that get your learners pulses racing
  • Oh and you will be the catalyst for change at Catawampus

Who should attend?

This blended approach to learning is aimed at those who design and deliver learning want to better influence their audience Design learningand ensure retention and application of the learning.

Learning today is broad in scope, and goes well  beyond formal courses to include all sorts of online communications, from webinars to videos, as well as social and collaborative learning, all provide opportunities for accelerated on-job learning. Our learning by design programme was originally designed for subject matter experts in scientific roles who need to engage global audiences through sales presentations or webinars.

Learners should bring their laptop with Microsoft office apps or presentation software of their choice

Learning by Design Content

Identifying Learning Needs

Learning Battle Cards Activity

  • Learn how to better promote rich learning and a rich Instructional Design process based on understanding of full variety of Training and Development methods.

The Learner – How Design Decisions Influence Learner Behaviour

  • Who are the learners? Using the P.I.A.F. model to Prepare, Identify Input, Determine Application and Follow Up
  • Applying the 3 L’s – Learning, Learners and Logistics
  • Panning for gold and ideas collection
  • Design strategies to improve the intrinsically motivated learner
  • Design strategies to improve the extrinsically motivated learner
  • From Incompetence to conscious competence, methods for navigating the skills journey
  • On a voyage of discovery – the journey in acquiring knowledge, methods to avoid cognitive overload
  • The novice learner journey – developing connections that allow development of tacit knowledge
  • Techniques for building connections – Structuring content context and retrieval
  • When to use push and/or pull strategies and activities to support the push/pull

Using the P.I.A.F. method. Learners will design a blended approach to an induction programme for a diverse group of highly motivated new starters at Catawampus

Knowledge and information are not the same – Techniques for encouraging retention and retrieval

  • The role of sensory memory in learning
  • Iconic memory. Stimulating visual senses
  • Appealing to Echoic memory. Audio memory
  • Do I really need to remember? Identifying information that can be accessed on demand
  • Consistency and repetition and their role in learner orientation…but beware the perils of Habituation
  • Short term memory the gate through which attentive learning must pass – design factors that influence retention
  • The role of Practice in developing procedural memory
  • Incorporating chunking and the power of the ‘generative effort’
  • Too much too fact…it won’t last – The role of short term memory as a gatekeeper for long-term memory
  • Use job aids to change a recall to a recognition task. Reducing the load on memory.

Learners will design a job aid that enables demonstration of the task “Wiring a plug” . Learners should incorporate methods that aid retention and recall and enable users of the job aid to identify the features of a correctly wired three-pin mains electricity plug and be able to recognise errors in the wiring of a plug.

The Role of the Mentor

  • Your role in providing guidance, confidence and tools
  • Becoming the guide on the side
  • How you connect with your learners – the value of finding shared experience and establishing common goals to encourage collaboration
  • Set up’s for success

Presentations with a Pulse

  • Finding the right bait – People rarely act based on lone facts
  • Avoiding self centred content
  • Your role as a wise story teller
  • Focus your presentation so it resonates at their frequency instead of yours…what is their frequency?
  • Beginning the presentation from a shared place of understanding. Creating a call to adventure
  • Unite an idea with an emotion – Using stories to convey meaning and appeal to emotion
  • Blending and layering information to create an experience
  • Helping the audience to see themselves as the hero of the story and moving them towards the goal of achievement
  • Using story templates to create structure
  • Produce momentum with oppositional content familiar content
  • Using Contrast, Repetition, Alignment and Proximity effectively
  • Creating plot points to help learners to test and internalise and make decisions on the hero’s journey
  • Create Something They’ll Always Remember— a S.T.A.R. moment
  • Applying five types of S.T.A.R. moments:


Learners will design a presentation for an audience that has meaning for them.They must demonstrate application of 6 of the approaches described in the final module of the learning by design course and describe what impact those techniques will  have on the learner and the learning