The running project ☕
Daybreak keeps breaking its own dashboards when a producer renames a column. Somebody has decided the answer is a training session on data contracts. Across twelve sessions you find out whether it is - and if so, design one that survives contact with a Monday.
Designer ✏️
Design the learning. Objectives that can be failed, assessment before content, an arc that respects working memory, activities that produce the behaviour, and materials for the room you actually get.
Objectives that can be tested
"Understand our policy" is not an objective, because nobody can fail it. Observable verbs, a condition and a criterion - checked live by a linter that reads your real text.
🔄 a2 · easyBackwards design
Decide how you would know first, then choose the content that serves it. The question that deletes more slides than any other, and the not-this list applied to a curriculum.
🧊 a3 · mediumThe arc and cognitive load
Working memory is the binding constraint, and most bad training is a load problem wearing a motivation costume. Worked examples, fading, sequencing, segmenting.
🛠️ a4 · mediumActivities that produce the behaviour
Practice beats exposure, retrieval beats re-reading, spacing beats cramming - including the part where the room feels harder and the results get better.
✅ a5 · hands-onAssessment and feedback
Questions that test the objective rather than the slide, distractors built from real misconceptions, and feedback that changes the next attempt. "Incorrect" is not feedback.
📋 a6 · hands-onMaterials and the room you get
Forty minutes not sixty, a broken projector, four people on a link. The one-page job aid they keep, and materials that still work without you standing next to them.
Delivery and L&D 💼
Get it used, and prove it changed something. Needs analysis, adult motivation, running the room, transfer, measurement, and the internal sale. This track absorbed the planned corporate-training course.
Needs analysis
The training request is usually not a training problem. Five causes of a performance gap, only two of which are training, and the one question that saves the programme.
🔥 b2 · easyAdult motivation
Relevance, autonomy, competence - and why mandatory training reliably produces completion rather than change. Plus honouring the method they already have.
🎤 b3 · mediumRunning the room
The run of show, what gets cut when you are twelve minutes behind, facilitating rather than presenting, and the four difficult participants who each need a different move.
📈 b4 · mediumTransfer
The transfer board. Where a trained skill actually goes over ninety days, why the manager conversation beats every classroom technique, and the anti-lever every sponsor asks for.
📊 b5 · hands-onMeasuring behaviour change
The four levels with their honest critique, picking the one behaviour that already has a data trail, and writing your prediction down before you run it.
🤝 b6 · hands-onSelling it internally
What the sponsor is actually buying, the one-page business case, and what you must refuse to promise because you do not control it.
Your passport 🎫
Clear all three quiz questions in a session and it gets stamped. Twelve stamps means you can design the learning and prove it changed something. Stamps live in this browser only.
What this course is not, so you land in the right place 🧭
| If your question is | Go here instead |
|---|---|
| How do educators teach with AI without losing the learning? | learn-ai-education-with-phoebe |
| How do I say a thing so a person acts on it? | learn-communication-with-phoebe |
| How do I build a deck that carries a talk? | learn-ai-ppt-with-phoebe |
| How do I test whether the change worked, statistically? | learn-experimentation-with-phoebe |
| How do I design learning that changes what somebody does on Monday, and prove it? | you are in the right place |
Deliberately AI-agnostic. Whether the request is even a training problem, what the objective is, what to cut, how you would know it worked - none of those are decisions a tool can make for you.
Choose your path 🗺️
Three doors into the same conviction: a course is not a body of content, it is a bet that somebody will behave differently.
What is honest here 🧾
One widget is a measurement and one is a model, and each says which it is on its own footer.
| Claim | Status |
|---|---|
| The objective linter | Really measured. String analysis on the objective you type: non-observable verbs found by name, condition present, criterion present, short enough to test |
| The transfer board numbers | A teaching model. The shape follows well-replicated findings - unpracticed material decays fast, retrieval and spacing beat re-exposure, and what happens after the room matters more than what happens in it. The digits are calibrated so the trades are visible, and they are not a measurement of your programme |
| The verb lists | Chosen, not derived. 65 observable stems, inflected automatically, and 19 non-observable ones. They exist to make you look, not to make the decision |
| The four-level evaluation model | Taught with its critique rather than as received wisdom |
| Daybreak and its training request | A teaching scenario. The measurement code is real; the company is not |
The knowledge map 🧠
The whole course at a glance - hover a session to spotlight its concepts, click any node to jump in.