The concepts behind good digital learning programme design, defined plainly. Written for the boards, executives, and learning leads commissioning credential-bearing programmes.
An approach to building learning programmes in which the assessment is designed immediately after the learning outcome and before any content — so the content is built to move learners toward what the assessment requires, keeping the credential aligned with the capability it certifies.
Read the definition →The gap that opens between what a professional programme actually develops in learners and what its assessment measures. As the two move apart, the qualification stops being an accurate signal of competence — most common when assessment is designed last.
Read the definition →The hidden cost that accumulates when a digital learning programme is funded as a one-off build with no owner for keeping it current. The programme is accurate at launch and quietly goes out of date as rules, standards, and examples change around it.
Read the definition →More terms are added over time. For longer perspectives on these ideas, see Insights.