Learning Experience Design for Digital Skills

This training is designed for experts in digital fields, such as developers, data analysts, cybersecurity specialists, designers, and IT professionals, who teach or want to teach digital skills to adults but have little or no formal background in pedagogy. It addresses a common challenge: knowing a topic well does not automatically mean knowing how to teach it.

The programme covers the foundations of instructional design (the ADDIE model, adult learning principles, and Universal Design for Learning) as well as practical facilitation skills (conversation-based and project-based learning, guiding questions, managing discussions and disagreement, giving feedback, checking understanding, and helping learners how to navigate independently).

Through interactive presentations, group discussions, hands-on design work, participants will (re)design their own course (or part of it) step by step. In the final session, they will deliver a short demo (20–30 minutes) to their peers and improve it based on structured feedback.

By the end of the course, participants will be able to design and deliver engaging, inclusive, and effective digital skills training that helps adult learners understand, apply, and continue learning on their own.

Why Learning Design Matters – Learners, ADDIE & Outcomes

• Me as a trainer: training experiences that worked and those that did not
• Same task, taught twice: content-led versus learner-centred teaching
• How adults learn: adult learning principles and the experiential learning cycle
• The ADDIE model: a step-by-step approach to designing training
• Knowing your learners: learner profiles and barriers to learning
• Writing clear and observable learning outcomes
• Choosing a course to (re)design

Making Learning Active – Structure, Conversation & Questioning

• Structuring an engaging session: “I do, we do, you do”
• Conversation-based learning: learning through dialogue
• Asking guiding questions
• Facilitating group discussions
• Handling disagreement and challenging moments
• Project-based learning: designing around real problems
• Hands-on practice: drafting the interactive flow of your course

Designing for Every Learner – UDL, Feedback & Learner Independence

• Universal Design for Learning (UDL): engagement, representation, action and expression
• Interactive methods and activities for different learners
• Verifying participants' understanding
• Giving effective feedback
• Learning to learn: helping learners find answers and navigate by themselves
• Hands-on practice: creating your demo plan with peer review

Delivering & Improving – Demos, Feedback & Evaluation

• Peer feedback structure and observation checklist
• Participant demos (20–30 minutes each) in small groups
• Structured peer feedback and self-reflection
• Evaluating training: simple ways to measure learning and impact
• Improvement plan: keep, change, try
• Trainer toolkit: templates and practical resources for designing training

• Understand why learner-centred design leads to more effective training
• Apply adult learning principles to the design of digital skills training
• Use the ADDIE model to plan, develop, and evaluate a training session
• Write clear and observable learning outcomes
• Design inclusive training using Universal Design for Learning (UDL)
• Use conversation-based and project-based learning methods
• Ask guiding questions, facilitate discussions, and handle disagreement constructively
• Give effective feedback and check that learners can apply what they have learned
• Help learners become independent and continue learning on their own
• Deliver and improve an interactive training based on peer feedback