Our Methodology

Skills are necessary for learners to master, in order for them to experience school and life success in an increasingly digital and connected age; includes digital literacy, traditional literacy, content knowledge, media literacy, and learning/innovation skills.
We identify learning needs based on learning theories and apply the core Methodology of ADDIE and other models of instructional design to create effective learning materials.
addie1 The ADDIE model is a systematic instructional design model consisting of five phases: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. Various flavors and versions of the ADDIE model exist making use of a vertical approach. This leads to more flexibility within the model compared to its original linear form.
Analysis-1024x163 In the Analysis Phase,ID Learning Solutions will identify the instructional problem, define the instructional goals and established objectives. We determine the learning environment and take the learner’s existing knowledge and skills into consideration.
  • Who are the learners and what are their characteristics?
  • What is the desired new behavioral outcome?
  • What types of learning constraints exist?
  • What are the delivery options?
  • What are the pedagogical considerations?
  • What are the Adult Learning Theory considerations?
  • What is the timeline for project completion?
Design-1024x151 In the Design PhaseID Learning Solutions will define the necessary learning objectives, assessment instruments, exercises and content. We then do a thorough subject matter analysis, lesson planning and media selection for your learning materials.ID Learning Solutions then takes the following steps:
  • Document the project’s instructional, visual and technical design strategy
  • Apply instructional strategies according to the intended behavioral outcomes by domain (cognitive, affective, and psychomotor).
  • Design the user interface and/or user experience
  • Create prototype
  • Apply visual design (graphic design)
In the Development PhaseID Learning Solutions will create and assemble the content assets that were blueprinted in the design phase. In this phase, storyboards and graphics are designed. If eLearning is involved, we develop and/or integrate the technologies as well as performing debugging procedures. The project is reviewed and revised according to the feedback received.
  • Advanced lesson options – Share folders, clone, copy-properties or restrict participation are a few of the advanced lesson options
  • Skill gap tests – Identify the skills that your students lack and personalize their training paths
During the Implementation Phase, ID Learning Solutions will put the plan into action and we develop a procedure for training the learners and teachers.  Materials are delivered or distributed to the learner group. After delivery, the effectiveness of the training materials is evaluated.
  • SCORM 2004 – Support for the latest iteration of industry standard SCORM 2004 (4th edition)
  • Lessons, courses and categories – Organize lessons by topic into categories. Bundle several lessons inside a course
  • Social extensions – A rich set of social tools that facilitates the communication and social learning process (including
The Evaluation Phase consists of (1) formative and (2) summative evaluation. Formative evaluation is present in each stage of the ADDIE process. Formative assessment is typically contrasted with summative assessment. The former supports teachers and students in decision-making during educational and learning processes, while the latter occurs at the end of a learning unit and determines if the content being taught was retained. Ainsworth p. 23 (2006).
  • Summative evaluation consists of tests designed for criterion-related referenced items and providing opportunities for feedback from the users.
  • Advanced Reports – In addition to previous report types you can now find time-constraint reports, events reports, branch reports, participation reports, certificate reports
  • Progress tracking – Several visual indications guide the user through the lesson and his current progress
  • ID Learning Solutions uses Rapid prototyping (continual feedback) as a way to improve the generic ADDIE model and will make revisions if necessary.
Dick, W., & Carey, L. (1996). The Systematic Design of Instruction (4th Ed.). New York: Harper Collins College Publishers. Leshin, C. B., Pollock, J., & Reigeluth, C. M. (1992). Instructional Design Strategies and Tactics. Englewood Cliffs, NJ: Education Technology Publications. Branch, R. M. (2009). Instructional design: The ADDIE approach (Vol. 722). Springer Science & Business Media.
arcsmodel John Keller is the founder of the ARCS Model of Motivation, which is based upon the idea that there are four key elements in the learning process which can encourage and sustain learners’ motivation. These four elements form the acronym ARCS of the model and stand for Attention, Relevance, Confidence and Satisfaction (ARCS).

Keller attention can be gained in two ways: (1) Perceptual arousal – uses surprise or uncertainty to gain interest. Uses novel, surprising, incongruous, and uncertain events; or (2) Inquiry arousal – stimulates curiosity by posing challenging questions or problems to be solved.

Methods for grabbing the learners’ attention include the use of:

  • Active participation - Adopt strategies such as games, role play or other hands-on methods to get learners involved with the material or subject matter.
  • Variability - To better reinforce materials and account for individual differences in learning styles, use a variety of methods in presenting material (e.g. use of videos, short lectures, mini-discussion groups).
  • Humor -Maintain interest by use a small amount of humor (but not too much to be distracting)
  • Incongruity and Conflict - A devil’s advocate approach in which statements are posed that go against a learner’s past experiences.
  • Specific examples - Use a visual stimuli, story, or biography.
  • Inquiry - Pose questions or problems for the learners to solve, e.g. brainstorming activities.


Establish relevance in order to increase a learner’s motivation. To do this, use concrete language and examples with which the learners are familiar. Six major strategies described by Keller include:
  • Experience – Tell the learners how the new learning will use their existing skills. We best learn by building upon our preset knowledge or skills.
  • Present Worth – What will the subject matter do for me today?
  • Future Usefulness – What will the subject matter do for me tomorrow?
  • Needs Matching – Take advantage of the dynamics of achievement, risk taking, power, and affiliation.
  • Modeling – First of all, “be what you want them to do!” Other strategies include guest speakers, videos, and having the learners who finish their work first to serve as tutors.
  • Choice – Allow the learners to use different methods to pursue their work or allowing s choice in how they organize it.

Methods for building learner confidence:

  • Help learners understand their likelihood for success. If they feel they cannot meet the objectives or that the cost (time or effort) is too high, their motivation will decrease.
  • Provide objectives and prerequisites – Help learners estimate the probability of success by presenting performance requirements and evaluation criteria. Ensure the learners are aware of performance requirements and evaluative criteria.
  • Allow for success that is meaningful.
  • Grow the Learners – Allow for small steps of growth during the learning process.
  • Feedback – Provide feedback and support internal attributions for success.
  • Learner Control – Learners should feel some degree of control over their learning and assessment. They should believe that their success is a direct result of the amount of effort they have put forth.


  • Learning must be rewarding or satisfying in some way, whether it is from a sense of achievement, praise from a higher-up, or mere entertainment.
  • Make the learner feel as though the skill is useful or beneficial by providing opportunities to use newly acquired knowledge in a real setting.
  • Provide feedback and reinforcement. When learners appreciate the results, they will be motivated to learn. Satisfaction is based upon motivation, which can be intrinsic or extrinsic.
  • Do not patronize the learner by over-rewarding easy tasks.


Keller, J. M. (2009). Motivational design for learning and performance: The ARCS model approach. Springer Science & Business Media. Keller, John M. “Development and use of the ARCS model of instructional design.” Journal of instructional development 10, no. 3 (1987): 2-10.

70-20-10-bs

It is widely suggested that 70:20:10 is based on the work of Morgan McCall, Robert Eichinger and Michael Lombardo who were working at the Center for Creative Leadership in the 1980s when they suggested leaders develop best through means other than formal training.

Since then Eichinger and Lombardo have gone on to suggest that lessons learned by managers roughly divide into 70:20:10, and, in a recent publication McCall (2010) suggests that 70:20:10 originated from data reported in McCall, Lombardo and Morrison in 1988 and Lindsey, Homes and McCall in 1987.

A notable exception is one organization that uses the 70:20:10 label, though in application it is closer to 40% on the job, 30% coaching and mentoring, and 30% formal training. Another company reported that it had adjusted the breakdown to 50:30:20 to better suit its business needs.

To demonstrate the range of interpretations, the following table is a sample of different types of  70:20:10 interpretations.



70% of learning comes from constant on-the job encouragement and stimulation such as delegation and job rotation.
20% of learning comes from daily contact with colleagues and management.
10% of learning comes from formal methods such as e-learning, the classroom, external courses.

70% of learning is from work experiences such as stretch assignments, projects and overseas exposure.
20% of learning is from others such as mentoring and learning from seniors and peers.
10% of learning is from formal and informal channels

70% of learning is on the job such as stretch, projects, problems solving, client interaction, rotation assignments.
20% of learning is undertaken through others such as social networking, performance conversations, work shadowing, communities of practice and social activities.
10% of learning is formal or prescribed.

70% of learning is informal learning.
20% of learning is coaching to support the formal side of learning.
10% of learning is formal instruction learning such as through classroom or virtual training and e-learning.



McCall, M. W. (2010), ‘Peeling the onion: Getting inside experience-based leadership development’, Industrial & Organizational Psychology, vol. 3, issue 1, pp. 61-68.

Lindsey, E. H., Homes, V. & McCall, M. W. (1987), Key Events in Executives’ Lives, Center for Creative Leadership, Greensboro, North Carolina.