Learning design is frequently judged by completion rates, satisfaction scores, or short‑term outcomes. This section explores more thoughtful ways of understanding what impact learning design actually has, and how that impact can be evidenced.
Posts examine evaluation methods, the limits of common metrics, and how to connect design intentions with meaningful indicators of learning, capability, or change. There is a particular focus on avoiding performative evaluation and instead using evidence to inform better design decisions.
This category is intended for learning designers who want to engage critically with impact, rather than relying on proxy measures.
Posts in this category
Measuring the Impact of Learning Programs
Measuring learning impact is often treated as a reporting task, something done after a programme finishes to demonstrate value. In practice, it is a design problem long before it becomes an evaluation one. What can plausibly be claimed about impact depends on what was designed into the learning from the start: the questions asked, the evidence gathered, and the…
Book Recommendations
Focused titles for evaluating learning beyond completion metrics: behaviour change, performance, and organisational impact.
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