Quicker learning results in better retention

Having spent over a decade in the classroom, instructional design played a small part in my day to day work. As an educator I relied on learning theories like differentiated instruction to enable my learners to reach their potential. Twenty five students per class, four classes per day, one hundred students per day, five hundred per week. I remember a curriculum advisor at a blue chip corporation actually say to me, ” It’s not learning unless it’s in the learning management system”. It is no secret that the faster a learner learns the better retention they have. Hence our decision as educators to pitch the learning management system. That’s what you do when you put the needs of the learner first. Praising instructional design is like getting a pat on head for a finger painting.

The single best predictor of final-test scores was tests to criterion – that is, long-term retention scores were best predicted by learning speed.

Why are you focused on everyone being the same under the myth of adult learning?

The sooner our experiments and our theory on human memory and human learning consider the differences between individuals. . .the sooner we will have theories and experiments that have some substantial probability of reflecting the fundamental characteristics of those processes (pp. 249–250)

There is no unified learning theory called adult learning. This terminology defines the work of the instructional design team not the needs of the learner – Fut