Designed for Doing: From Training Request to Learning Solution

About Course

Designed for Doing is an applied introduction to instructional design for workplace learning. This 40-hour, self-paced course guides subject matter experts, trainers, and managers — professionals who’ve been asked to create workplace training without an instructional design background — through analyzing a real workplace performance problem and designing, building, and evaluating a solution that fits. Along the way, you’ll build a cumulative Training Design Blueprint using either a provided client scenario or a problem from your own workplace.

Curious about the theory and goals behind the course? Check out the Course Design Overview.

Questions about the course? Email the instructor at theaideaslab@gmail.com, or visit the Contact page.

Analyze a workplace performance problem and decide whether training is actually the right solution
Build a learner profile and map stakeholder needs, workplace context, and baseline performance data
Write measurable learning objectives and identify the evidence that shows they were met
Choose or combine design approaches (ADDIE, SAM, Design Thinking, rapid prototyping) that fit your project
Apply adult learning principles to select strategies, modalities, media, and performance support
Storyboard and build a representative prototype that is accessible and well designed
Design formative and summative assessments aligned to your objectives
Plan an evaluation that shows whether your solution changed workplace performance
Justify, reflect on, and revise your design decisions using feedback and evidence

Course Content

Module 1: So, You’ve Been Asked to Make Training
Introduction to workplace instructional design and performance-focused thinking. Distinguish among information, instruction, and performance needs; examine the roles of SMEs, trainers, and instructional designers; and select a client scenario or workplace problem for your Training Design Blueprint.

Welcome to Designed for Doing
Introducing Your Training Design Blueprint
Information, Instruction, or Performance?
Who’s Who: SMEs, Trainers, and Instructional Designers
Choosing Your Project: Client Scenario or Your Own Workplace Problem
Module 1 Knowledge Check

Module 2: Don’t Start with PowerPoint
Conduct a basic needs and performance analysis, examine root causes, and determine whether training is a suitable response. Develop a learner profile, examine stakeholder needs, and identify available baseline performance measures for your Blueprint.

Module 3: Start With the End
Apply Backward Design to develop measurable learning objectives and identify evidence that would demonstrate learning. Evaluate examples for alignment among performance needs, objectives, and evidence.

Module 4: Choose Your Design Path
Explore ADDIE, SAM, and iterative/rapid-prototyping approaches. Compare how different processes may be applied to workplace learning projects and identify an approach for your own project.

Module 5: Design for How Adults Learn
Examine selected adult learning and learning theory principles through workplace examples and scenarios. Use andragogy, constructivism, cognitivism, and behaviorism as lenses for making instructional decisions.

Module 6: Choose the Right Solution
Compare modalities, instructional strategies, media, technologies, and performance-support options. Examine appropriate uses and limitations of generative AI and other emerging technologies for supporting instructional design.

Module 7: From Plan to Prototype
Explore storyboarding, basic visual design, accessibility, and prototyping. Create a representative portion of your proposed solution, then critically review and revise it using feedback and reflection.

Module 8: Show Me They Can Do It
Revisit the evidence of learning identified earlier and develop aligned formative and summative assessments. Emphasize authentic, performance-based assessment, feedback, and alignment with objectives.

Module 9: Did It Actually Work?
Distinguish assessment from evaluation and examine learner, performance, and organizational measures. Return to baseline metrics identified during analysis and develop a plan for evaluating and improving your learning solution.

Student Ratings & Reviews

No Review Yet

About Course

What Will You Learn?

Course Content

Welcome to Designed for Doing

Introducing Your Training Design Blueprint

Information, Instruction, or Performance?

Who’s Who: SMEs, Trainers, and Instructional Designers

Choosing Your Project: Client Scenario or Your Own Workplace Problem

Module 1 Knowledge Check

Module 2: Don’t Start with PowerPoint Conduct a basic needs and performance analysis, examine root causes, and determine whether training is a suitable response. Develop a learner profile, examine stakeholder needs, and identify available baseline performance measures for your Blueprint.

Finding the Real Problem: Needs and Performance Analysis

Getting to Know Your Learners: The Learner Profile

Whose Problem Is It? Stakeholder Needs and Workplace Context

Setting Your Baseline: Bringing It Together

Module 2 Knowledge Check

Module 3: Start With the End Apply Backward Design to develop measurable learning objectives and identify evidence that would demonstrate learning. Evaluate examples for alignment among performance needs, objectives, and evidence.

Backward Design: Start With the End in Mind

Writing Measurable Learning Objectives

What Counts as Evidence of Learning?

Checking Alignment: Objectives, Evidence, and Your Blueprint

Module 3 Knowledge Check

Module 4: Choose Your Design Path Explore ADDIE, SAM, and iterative/rapid-prototyping approaches. Compare how different processes may be applied to workplace learning projects and identify an approach for your own project.

Meet the Models: ADDIE

Meet SAM and Rapid Prototyping

Choosing (or Combining) an Approach for Your Project

Documenting Your Design Approach and Rationale

Module 4 Knowledge Check

Module 5: Design for How Adults Learn Examine selected adult learning and learning theory principles through workplace examples and scenarios. Use andragogy, constructivism, cognitivism, and behaviorism as lenses for making instructional decisions.

Andragogy: How Adults Learn Differently

Constructivism and Cognitivism as Design Lenses

Behaviorism: When Reinforcement and Practice Matter

Choosing Learning Principles and Strategies for Your Project

Module 5 Knowledge Check

Module 6: Choose the Right Solution Compare modalities, instructional strategies, media, technologies, and performance-support options. Examine appropriate uses and limitations of generative AI and other emerging technologies for supporting instructional design.

Comparing Modalities and Instructional Strategies

Choosing a Scenario or Strategy Type

Media, Technology, and Performance Support — Including Generative AI

Building Your Learning Solution Plan

Module 6 Knowledge Check

Module 7: From Plan to Prototype Explore storyboarding, basic visual design, accessibility, and prototyping. Create a representative portion of your proposed solution, then critically review and revise it using feedback and reflection.

Storyboarding Your Learning Solution

Basic Visual Design Principles for Workplace Materials

Accessibility Essentials for Instructional Materials

Building and Revising Your Prototype

Module 7 Knowledge Check

Module 8: Show Me They Can Do It Revisit the evidence of learning identified earlier and develop aligned formative and summative assessments. Emphasize authentic, performance-based assessment, feedback, and alignment with objectives.

Formative vs. Summative Assessment

Designing Authentic, Performance-Based Assessment

Aligning Assessments with Objectives and Evidence

Drafting Your Assessment Plan and Sample Assessment

Module 8 Knowledge Check

Module 9: Did It Actually Work? Distinguish assessment from evaluation and examine learner, performance, and organizational measures. Return to baseline metrics identified during analysis and develop a plan for evaluating and improving your learning solution.

Assessment vs. Evaluation: What’s the Difference?

Kirkpatrick’s Four Levels: Reaction, Learning, Behavior, Results

Revisiting Your Baseline: Measuring Real-World Impact

Building Your Evaluation and Revision Plan

Module 9 Knowledge Check