Evidence-Based Learning Practices

While institutions chase engagement metrics, they're ignoring decades of cognitive science about how memory actually works. We don't need more flashy content or group projects—we need to apply what we know about memory formation and retrieval. 1. Memory requires filtering, not flooding. Most courses overwhelm students with content volume instead of focusing on essential knowledge structures. This is why students retain only 10-20% of what we teach—their cognitive architecture can't process the flood of information. And 80% of the content is irrelevant to our academic needs. 2. Retrieval practice beats review every time. Yet we keep designing courses around passive consumption and content recitation instead of active recall, issue spotting, and problem solving. The science is clear: information that isn't retrieved regularly decays. Spacing retrieval events and increasing difficulty and complexity gradually builds lasting knowledge. An effective retrieval strategy is moving from questions to answer to problems to solve with the answers to those questions. 3. Learning transfer requires multiple contexts. One-off demonstrations in artificial environments don't create applicable skills. We need to scaffold complexity through varied scenarios while maintaining cognitive load at productive levels. Mastery is an overriding quality. It's not about the learner getting it right once, it's about them proving that they are unlikely to get it wrong. While others chase engagement metrics, let's keep focusing on what THE SCIENCE OF LEARNING shows actually works—deliberate practice, retrieval strategies, and proper spacing of learning events, et. al. The goal isn't to make learning entertaining; it's to make it effective. We can't network our way to competency, and we can't engage our way to expertise. Only evidence-based practice moves the needle. Here's a scaffolding aid. Happy Holidays :) #instructionaldesign #scienceoflearning #higherED #teachingandlearning

It’s not about learning styles, it’s about learning strategies. Let’s clear something up: people absolutely have preferences. But preference doesn’t equal performance. In the instructional design world, we can’t afford to design based on what feels good. We need to design based on what works. The reality? Evidence shows that strategies like retrieval practice, spaced repetition, and elaboration boost learning far more than catering to “visual learners.” Instead of asking, “How do you learn best?” Let’s ask, “What helps you remember, apply, and adapt this knowledge?” We owe it to our learners to base our work in science - not trends. 💬 What’s one evidence-based strategy you’ve added to your toolkit recently? #InstructionalDesign #LearningScience #NoMoreLearningStyles #CognitivePsychology #EdTech #LearningThatWorks

Daily Drop | How to Learn Anything 5x Faster Mastering a new skill or subject doesn’t always mean working harder — it means working smarter. These 10 evidence-backed learning techniques can dramatically improve how quickly and deeply you learn: 1. Feynman Technique • Pick a topic and explain it as if you’re teaching a 12-year-old. • Identify any gaps in your understanding and study them. • Refine and simplify your explanation. Why it works: Teaching forces clarity of thought and deeper comprehension. 2. Dual Coding • Combine verbal and visual information (e.g., notes + diagrams). • Describe visuals in your own words. Why it works: Activates different parts of the brain for better retention. 3. Spaced Repetition • Review material over increasing intervals (1 day, 3 days, 1 week, etc.). • Helps beat the “forgetting curve.” Why it works: Reinforces memory just before it fades, making it stronger. 4. Interleaving • Switch between related subjects while studying. • Apply knowledge across multiple contexts. Why it works: Improves critical thinking and transfer of knowledge. 5. Mind Maps • Start with a central concept, then branch into related subtopics. • Mimics how the brain organically connects ideas. Why it works: Visual mapping aids memory and helps organize thoughts. 6. Chunking • Group related bits of information into meaningful units. • Focus on one “chunk” at a time. Why it works: Reduces cognitive overload and makes complex material manageable. 7. Pareto Principle (80/20 Rule) • Focus on the 20% of content that delivers 80% of the value. • Identify the core concepts and prioritise them. Why it works: Efficiently allocates your time and attention. 8. SQ3R Method • Survey: Preview the content • Question: Ask what you expect to learn • Read: Engage actively with the material • Recite: Summarize what you learned • Review: Revisit key ideas Why it works: Builds deep comprehension and long-term recall. 9. Overcome “The Dip” • Motivation dips after initial excitement fades. • Push through the plateau by staying consistent. Why it works: True progress often follows persistence. 10. Chunked Practice • Not a label on the image, but implied: group sessions with breaks outperform long cramming. Why it works: Prevents fatigue and boosts cognitive endurance. Final Thought Learning is a skill in itself. When you master how to learn, you unlock anything you want to know.

It's not the skills they bring on day one. It's how well your training develops them. But here's what most organizations get wrong: They focus on information transfer, not behavior change. They design events, not experiences. They measure attendance, not application. The corporate training industry has a dirty secret: Most programs create zero lasting change. Here's why the knowledge-to-action gap persists: 1️⃣ The forgetting curve is brutal ↳ Within 24 hours, learners forget 70% of new information ↳ After one week, retention drops to less than 10% 2️⃣ Knowledge doesn't equal behavior change ↳ Knowing what to do rarely translates to doing it consistently ↳ Change requires motivation, capability, and environmental support 3️⃣ Context matters more than content ↳ Skills learned in isolation don't transfer to real situations ↳ The gap between learning environment and work environment is too wide 4️⃣ Training events lack sustainability ↳ True behavior change follows a journey, not an event ↳ Without follow-up reinforcement, new behaviors won't stick 5️⃣ Evidence-based approaches that actually work ↳ Design learning experiences, not training events ↳ Embed learning directly into workflow ↳ Focus on behavior over knowledge The most effective organizations don't simply train employees. They design human-centered learning experiences that acknowledge how people actually change. Stop throwing money at training that doesn't work. ♻️ Repost to help leaders create more effective learning experiences ➕ Follow Carmen Morin for more evidence-based learning design

Do Spaced Learning, Interleaving, and Retrieval Practice Really Work? 😵 Spoiler!!...Spaced learning wasn't the number 1 Medical trainees face an ever growing mountain of knowledge, yet training time hasn’t increased since the 1980s. Out of 1,316 studies that were reviewed (Thompson & Hughes, 2023), only 8 high-quality trials examined whether top evidence-based learning strategies actually help medical students retain more information. Key Themes: 1️⃣ Retrieval Practice Leads the Pack:  The majority of studies focused on retrieval practice (active recall/testing), with several showing significant gains, sometimes up to a 16% improvement in test scores. 2️⃣ Spaced and Interleaved Learning Show Promise:  Spaced learning (spread-out study sessions) and interleaving (mixing topics) both showed benefits for long term retention in some studies, though results were mixed. 3️⃣ Evidence Gap in medicine:  Despite strong support for these strategies in general education, there’s a surprising lack of robust research specifically in medical training. Why is this important? Medicine is a visually and cognitively demanding specialty. Finding proven ways to help trainees retain complex information could transform how we teach, and how well future medics perform. How are you (or your team) using cognitive science strategies like retrieval practice, spacing, or interleaving in your teaching or learning? What have you found works best? Study limitations: While results are promising, the review found only a handful of studies with varying quality, highlighting the urgent need for more rigorous research before these strategies become standard in medical education.

Cognitive science tells us that introducing the right kind of difficulty—like spacing content, mixing topics, and prompting recall—can lead to stronger long-term learning and retention. Robert Bjork refers to this as Desirable Difficulties. Here are 20 learning experience techniques tailored for eLearning and microlearning environments. From spaced retrieval and interleaved practice to delayed feedback and reflection prompts, these approaches intentionally introduce productive struggle to strengthen learning. Each technique is grounded in research and includes practical design tips to help move beyond consumption and toward increased performance. Have you used any of these techniques—or discovered others that work well? #InstructionalDesign #training #neuroscience #instructionaldesigners #elearning #elearningdesign #talentdevelopment #education #learning #PerformanceImprovement #StrategicLearning #PerformanceConsulting #LearningDesign