Cathy Moore - Training design

How to get everyone to write like Ernest Hemingway

Text in elearning should be concise and lively. But what does “concise and lively” actually look like? Use a simple readability formula to make sure you’re writing in the best style. Learn more.

Learning styles: Worth our time?

We’re wasting our time talking about appealing to learning styles when research has identified far more powerful techniques. This post summarizes two meta-analyses about learning styles. Read more

Do we really need narration?

By Cathy Moore When should elearning be narrated? I think we should rephrase the question as, “When is it a good idea to force all learners to go at the same pace?” That’s what narrated material does. The pace of…

Why you need to set limits

What happens if you don’t set any boundaries in your relationships? You wear yourself out doing everything for everybody. Here are some ways to say “no” to unreasonable requests. Read more.

The big mistake in elearning

We’re obsessed with designing information when instead we should be designing experiences. We need to focus on what people need to do, not what they need to know. Read more

Scenario based training example: Connect with Haji Kamal

You’re a US Army sergeant in Afghanistan. Can you help a young lieutenant make a good impression on a Pashtun leader? Try the branching scenario and learn how it was designed. Read more

How to convert the toughest SME

You want to create an action-packed experience that revolutionizes learners’ behavior. Your subject matter expert wants you to reproduce every bullet of their 217-slide presentation. Is there any hope for your relationship? Read more.

Why you want to use scenarios in your elearning

Imagine that you’re in a competition to overhaul an information-heavy course so it creates real change. What would you do? Read more

How to steer your client away from an information dump

Here’s an example of a simple scenario that incorporates a meter, built using simple tools. Read more.

Why you want to focus on actions, not learning objectives

What’s wrong with conventional learning objectives, and what’s the alternative? Read more.

Four ways to move your learners from clueless to confident

Even small challenges build our confidence. Let learners try and succeed on their own instead of spoon-feeding them everything. Read more.

Less text, more learning

Do stakeholders want to add text to your materials? Here’s one study you can use to show how wordiness can hurt learning. Read more.

Why you do not want to sound like a robot

“We shouldn’t use contractions because…” Let’s debunk all that. Read more.

How to add emotional impact with evocative images

The right image can turn a blah message into a memorable, meaningful experience. But how can you find stock images that aren’t, well, stock? Read more.