Writing Educational Content

Most learning experiences fail. Not because they lack content. Not because they aren’t engaging. But because they confuse motion with action. - Learners finish an interactive course—but can’t apply a single concept. - Employees earn certifications—but their performance stays the same. - Teams attend workshops—but nothing changes in how they work. Your beautifully designed courses might be keeping learners busy without moving them forward. The difference between motion and action explains why so many well-designed learning experiences fail to create real change. Motion 🔄 vs. Action 🛠️ in Learning Design Motion is consuming information—watching videos, reading content, clicking through slides. Action is applying knowledge—practicing skills, making decisions, solving problems. Motion FEELS productive. Action IS productive. ❌ What doesn’t work: - Content-heavy modules with no real-world application - Knowledge checks that test memory, not mastery - Gamification that rewards progress, not proficiency - Beautiful interfaces that prioritize scrolling over doing ✅ What works instead: - Micro-challenges that force immediate application - Project-based assessments with real-world constraints - Deliberate practice with quick feedback loops - "Demo days" where learners publish/present their work 3 Common Motion Traps 🪤 1️⃣ The Endless Content Cycle Overloading learners with information but giving them no space to apply it. A 40-page module doesn’t drive change—practice does. 2️⃣ The Engagement Illusion Designing for clicks, badges, and completion rates instead of real skill-building. Just because learners show up doesn’t mean they’re growing. 3️⃣ The Passive Learning Trap Building "Netflix for learning" experiences that entertain but don’t transform. Learning feels good—but does it change behavior? What to Do Next? 💡 - Audit your learning experience. Calculate the ratio of consumption time vs. creation time for your learners. - If learners spend more than 50% consuming, redesign for action. The best learning designers don’t create the most content. They create the most transformation. Are you designing for motion or action?

What if an online course didn’t just teach innovation but operated like a product studio? That’s the design ethos behind New Product Development, a fully asynchronous course I am developing within the Master of Business Management at the University of Auckland. It’s not just about learning innovation theory. It’s about practising innovation as a way of learning and doing so in a way that fits the realities of working professionals. The course unfolds through six studio sprints, each aligned with a real-world product development stage: 🔹Framing opportunities 🔹Discovering unmet needs 🔹Designing value 🔹Building prototypes 🔹Go to market strategy 🔹a final innovation portfolio and pitch Every sprint includes hands-on toolkits, reflection prompts, and optional peer critique. Assessments are artefacts: opportunity maps, personas, low-fidelity prototypes, validation plans, and strategic pitches. These artefacts mirror what students might produce in a product team, innovation unit, or consultancy. But what makes this possible online? I’ve reconceived Canvas LMS not as a content repository but as a virtual studio: 🔹Sprint dashboards replace linear modules. 🔹Toolkits and templates scaffold creative work. 🔹Discussions become “crit walls” for sharing work-in-progress. 🔹Reflection journals trace how students make decisions in uncertain contexts. The pedagogy draws from studio-based learning, design thinking, and agile methodologies but adapted for asynchronous learners. This means no Zoom fatigue, no live workshops, and no assuming everyone’s working on the same schedule. Instead, students build momentum through iterative, flexible engagement directly tied to their own industries, roles, and contexts. Why does this matter? Because the students in this course are not full-time students—they are full-time professionals. Product managers, consultants, public servants, engineers, and social innovators. For them, learning must integrate into the flow of work, not interrupt it. Studio pedagogy allows that. It invites them to explore workplace-relevant challenges, use generative AI ethically and creatively, and produce outputs that can feed back into their own projects. It’s one thing to talk about lifelong learning. It’s another to build courses that make it practical, applied, and meaningful. That’s the promise of studio-based, asynchronous design. I believe it’s a model with broad relevance, far beyond product development. #OnlineLearning #StudioPedagogy #LearningDesign #CanvasLMS #InnovationEducation #ProductManagement #HigherEducation #WorkIntegratedLearning #AsynchronousLearning #EdTech #AIinEducation #Universities

What will truly move the needle for the participants? (The most fun part of what I do: Learning Design) When designing this 3 months long Peak Performance learning journey, I started the sketch work by speaking to people it was meant for. During initial conversations, one participant’s words that were echoed by the majority stuck with me: "I know I need to focus, but I can’t figure out how to prioritize when everything feels urgent." That became my anchor. Talking to them during our discovery calls gave me a very thorough understanding of their challenges while also noticing their actual needs. The Design Process- To address challenges like this, I focused on three key areas: - Awareness: Helping participants see how busyness often masks the real work that drives results. - Practical Tools: From Walt's thinking model to self energy audits, I selected strategies participants could apply immediately. - Sustainability: I introduced micro-habits, that create big results over time. One of my favorite moments came during an energy management exercise. A senior manager realized she was doing her hardest work during her lowest-energy hours. She shifted her schedule the next week and reported a significant boost in how she perceived herself and in her productivity. Workshops aren’t about cramming in content — they’re about creating actionable breakthroughs. For me, the reward is seeing participants leave equipped with the clarity and tools to perform at their peak and while in their project phase they implemented the tools of peak productivity and witnessed actual shifts. In my next post I will also be sharing a few successful shifts that the participants created. As an L&D Associate, how do you look at the learning design? Priya Arora | LinkedIn for Learning | LinkedIn HR #PeakPerformance #WorkshopDesign #CorporateTraining #LearningThatLasts #LearningJourney #SoftSkills #ExecutivePresence #Facilitator #Session #Workshop #TeamCoaching #TeamBonding #TeamPerformance #TeamBuilding #LearningandDevelopment

Part 2/3: Deepening Engagement in Virtual Workshops As I've navigated through numerous virtual workshops, I've discovered more strategies that deepen engagement and make every session more impactful. Sharing my journey and learning with you, here are additional insights I've found invaluable: 1. Personalize your approach: I've learned the importance of tailoring the content to the audience. This allows me to customize examples and case studies to better resonate with their experiences and challenges. 2. Use engaging visuals and interactive tools: I've incorporated more visual aids and interactive elements like polls, quizzes, and breakout rooms. These tools not only break up the monotony but also encourage participation. It's amazing how a simple poll can invigorate a session and provide instant feedback. 3. Follow-up is key: I make it a habit to send out a summary email after each workshop. This email includes key takeaways, answers to any unanswered questions, and additional resources. It's a small effort on my part, but it goes a long way in reinforcing the learning and showing participants that I value their engagement and growth. 4. Share your journey: I've found that sharing my own learning journey, mistakes included, makes me more relatable and builds a stronger connection with the audience. It demystifies the learning process and encourages participants to embrace their own growth paths with more confidence. I'm curious to know, how do you adapt your sessions to keep participants engaged and ensure they're not just passive listeners? Stay tuned for Part 3, where I'll share some final thoughts and tips on mastering virtual workshops.

Immersive learning isn’t the future—it’s happening now at the American University of Ras Al Khaimah. Over the past term at AURAK, my students and I embarked on a journey to transform traditional teaching materials into interactive, immersive learning modules using ThingLink. Across five departments—from AI and Chemistry to Biotechnology and Media Production—we’ve built something special: a scalable model for faculty-led, student-powered e-learning innovation. In this article, I reflect on our process, share real student projects, and explore the learning theories that guide this work. I also talk about why empowering faculty to design their own immersive content is more sustainable than outsourcing. I’d love for you to read, share, and join the conversation on how we can rethink education together. A big thank you to all the innovators and leaders from AURAK Cijo Vazhappilly Khouloud Salameh Prof. Irshad Ahmad Dr. Sara Faiz Mohamed Sharul #EdTech #ImmersiveLearning #InstructionalDesign #HigherEducation #ThingLink #FacultyDevelopment #VRinEducation #DigitalPedagogy

[53] Fifteen Best Practices for How to Lead a Workshop On Wednesday, I gave a workshop on how to give a workshop—very meta, I know. Andreas Schröter invited me to a be.boosted event where the new generation of fellows will soon be leading their own workshops. So the timing was perfect! But what actually matters when planning and running your own workshop? Here are 15 best practices I’ve developed over the years: ---------- PREPARATION & PLANNING ---------- ⏳ 1) Time Your Workshop Realistically Less is more—don’t overload. For a 60-minute session, plan 30 minutes of content and 30 minutes of interaction. ☕ 2) Include Breaks (Even in Short Workshops!) Attention spans fade fast. Give a 5-10 minute break every 45-60 minutes to keep energy up. 🎤 3) Start Strong—Skip Awkward Intros Ditch the long bios. Open with a question, story, or surprise: "What made the best workshop you’ve attended great?" 🙋 4) Engage Participants Immediately Ask easy, low-stakes questions in the first five minutes: "What’s one word that describes how you feel about leading a workshop?" 🖥️ 5) Prepare Interactive Elements—But Only With Purpose In my humble opinion, many workshops are currently overusing interactive elements like complex quizzes or flashy slides just to seem impressive. Interaction is great, but only when it serves a clear purpose. ---------- DURING THE WORKSHOP ---------- 🎭 6) Get Participants Doing Something People remember what they do. Use polls, breakout rooms, or whiteboards. Example: "In pairs, share one example from experience." 🤫 7) Embrace Silence—Give Thinking Time Ask a question, then wait at least five seconds. If no response: "Take 10 seconds, then type in the chat." 🔁 8) Repeat Key Takeaways Say it → Show it → Let them say it. Reinforce key points with slides, stories, and activities. ⏱️ 9) Manage Time—Stay on Track Use a timer and give reminders: "Two minutes left!" Always build in buffer time. 🛠 10) Have a Backup Plan for Activities No answers? → Share an example. Too fast? → Add a bonus prompt. Too quiet? → Start with 1:1 or small groups. ---------- CLOSING & FOLLOW-UP ---------- 📌 11) Summarize Clearly Before Ending Never stop abruptly—people need closure (and so do you). The final moments of a workshop are often the most important, yet the least prepared. ✅ 12) End with a Call to Action Encourage immediate application or long-term reflection. Example: "Before you log off, write down one thing you’ll use in your next workshop." ❓ 13) Leave Time for Questions—But Make It Engaging Instead of "Any questions?", try more concrete questions such as: "What additional experiences have you had that we haven’t discussed today?” 📚 14) Offer Follow-Up Resources Share slides, key takeaways, or further reading. If possible, offer to answer follow-up questions. 🎉 15) End with Energy & Gratitude Avoid awkward fade-outs! Close with a final thought. If possible, rehearse your closing as much as your opening.

Three principles for memorable workshops and training that resonate long after After 21 years designing and running sessions, from classrooms to boardrooms, I've distilled the essence of compelling learning into three core principles: 1. CONTEXT MATTERS • Don't just present the topic • Bring relevance to your workshop • Make it about their challenges and desires 2. EXPERIENTIAL IS KEY • Don't just choose activities • Take participants on a journey • Design a narrative that builds upon itself 3. EVOCATIVE DELIVERY • Don't just tailor content • Stir something within • Discuss thoughts, reactions & Implications These aren't just principles; they're a roadmap. Whether you're educating the next generation, training teams, or facilitating change across sectors, these fundamentals are your guide to creating lasting learning experiences. ~~ ✍️ How do you ensure your sessions leave a lasting impact on your participants?

Why is WriteCME Roadmap 384 pages long? Because excellence in CME writing needs more than checklist. Inside those pages, you'll find: • Complete breakdown of accredited CME/CE and why it's important • Steps for crafting compelling needs assessments that align with grant priorities • Expert strategies for developing learning objectives and measuring outcomes • Proven techniques for engaging busy clinicians • Insights to help you build your CME brand • How to find clients and position yourself as a valuable partner in the CME enterprise One reader recently told me: 'I expected a basic guide, but this is a complete masterclass in CME writing.' That's exactly what I intended. CME writing isn't just about putting clinical information on paper—it's about creating educational experiences that transform clinical practice and improve patient care. Have you got your copy? #MedicalWriting #CME #ProfessionalDevelopment

Here’s a harsh truth about assessments: If your exam feels like a trap, it probably is. 😵💫 Most assessment questions aren’t measuring anything—just checking for short-term memory. Learners deserve better. We should write assessments that teach, challenge, and reveal understanding, not confuse people with trick questions or irrelevant trivia. So I made this 👇 Here are eight techniques I use (and teach others) to write better assessment questions: 𝗔𝗟𝗜𝗚𝗡𝗠𝗘𝗡𝗧 – “This maps directly to the objective.” Every question should exist because of your learning goals, not despite them. 𝗥𝗘𝗔𝗟𝗜𝗦𝗠 – “This feels like the real world.” Why are you testing it if it’s not something they’d do on the job? 𝗦𝗧𝗥𝗨𝗖𝗧𝗨𝗥𝗘 – “I’m not thrown off by format.” Clear questions = better focus on thinking, not decoding. 𝗥𝗔𝗡𝗗𝗢𝗠𝗜𝗭𝗔𝗧𝗜𝗢𝗡 – “I’m not spotting patterns.” No more “C is always right.” Mix it up. 𝗔𝗩𝗢𝗜𝗗 𝗡𝗘𝗚𝗔𝗧𝗜𝗩𝗘𝗦 – “I’m not getting tripped up.” Tricky wording ≠ higher difficulty. It just creates confusion. 𝗔𝗩𝗢𝗜𝗗 𝗔𝗟𝗟 𝗢𝗙 𝗧𝗛𝗘 𝗔𝗕𝗢𝗩𝗘 – “I can’t game the system.” They’re lazy distractors. Retire them. 𝗗𝗜𝗦𝗧𝗥𝗔𝗖𝗧𝗢𝗥 𝗤𝗨𝗔𝗟𝗜𝗧𝗬 – “There are just enough options.” More isn’t better. Smarter is better. 𝗔𝗡𝗦𝗪𝗘𝗥 𝗟𝗘𝗡𝗚𝗧𝗛𝗦 – “One answer doesn’t stand out.” Stop giving away the correct answer with extra detail. 👇 Save this for your next module. Tag a fellow learning designer who needs this. #InstructionalDesign #LearningAndDevelopment #eLearningDesign #AssessmentDesign #LXD #LearningCulture

After watching my teachers prepare question papers I just felt — that a question paper to a teacher is like a child to a mother. Even when it's done, she checks it again — not out of doubt, but dedication. Because she cares. 💛 Maybe I’m unable to express the analogy in words exactly the way I felt it. But here's what I observed: I saw a teacher revisit a fully-prepared question paper. To an outsider, it may have seemed done. But to her, it was still evolving. She wasn’t satisfied until every question did more — to challenge, guide, and reflect learning outcomes more meaningfully. 🎯 This is what many don’t see: Teachers don’t just create question papers. They craft learning experiences. Tips for Designing Better Assessments (with Bloom’s Taxonomy): 🔹 1. Start with the end in mind Clearly define the learning outcome or skill you expect from your students. 🔹 2. Mix cognitive levels from Bloom’s Pyramid Design a thoughtful blend of: Remember – List, Define Understand – Explain, Summarize Apply – Use, Demonstrate Analyze – Compare, Examine Evaluate – Critique, Justify Create – Design, Construct 🔹 3. Use action verbs intentionally Don’t just say “write” — ask: What do I want them to show me? “Describe” , “Evaluate” or “Design.” 🔹 4. Align marks with thinking level Reserve more weightage for questions that push critical or creative thinking. 🔹 5. Always ask yourself: Is this helping the student grow… or just recall? Designing meaningful assessments is a blend of pedagogy, empathy, and purpose. And the best teachers? They never stop refining. 💯 She rewrites… not because she has to, but because she cares to. #Assessment #Exams #evaluation #TeacherReflection #BloomTaxonomy #AssessmentMatters #Educator #QuestionPaperTips #mindset