![]() More often than not, they are built upon well-designed Inform and Perform experiences that are united by a common vision and strategy. But even these flashes of insight are usually long in coming, and Transform experiences, in general, tend to take time and tend to be cumulative in nature. Transform experiences can be “epiphanic,” meaning they happen quickly, through a flash of insight. Transform experience inspire and equip the learner to become a catalyst for further learning – both for herself and for others with whom she interacts. You might think of transformational learning as akin to transformational leadership, which goes beyond telling (instructing) people on what to do and taps into the motivations they have for leading themselves. By extension, they tend to impact the context in which the learner performs – e.g., the organization and even the entire field or industry in which the learner works. TransformĮxperiences at this level drive deep, long-term change in the learner. Project-based learning and workshops that involved significant hands-on application are examples of Perform experiences. Organizations can charge significantly more for these types of learning experiences, they tend to be more shielded from competition than Inform experiences, and the ROI for all involved in much higher. They also tend to be more time and labor intensive to design and deliver than Inform experiences, but the design can be leveraged, and much of the work involved in delivery can and should be shared with the learner. Perform experiences are of inherently higher value than Inform experiences. ![]() They achieve Kirkpatrick level 2 (learning) and have the potential, when well designed and facilitated, to achieve level 3 (behavior). Perform experiences tend to align with the middle levels of Bloom’s taxonomy: application and analysis. They support learners in acquiring new skills and behaviors. PerformĮxperiences in this category are designed to drive not just a change in knowledge, but in the ability to actively apply that knowledge. As most organizations recognize, it is increasingly difficult to charge learners very much, if at all, for experiences in this category. The vast majority of Webinars, as an example, fall in this camp. This is true even if the information is timely and delivered by a recognized expert. These experiences are not without value, but they are inherently of lower value than experiences that are designed to drive higher level learning outcomes and create substantive change. When not well-designed, any learning that happens is driven mostly by the learner’s own motivation and ability to draw connections and apply the information. When well-designed, they help learners acquire knowledge efficiently and effectively, in a manner that supports retention. They speak to the lower levels of Bloom’s Taxonomy: knowledge and comprehension. InformĮducational products at this level primarily communicate information. There are three broad levels at which educational products and experiences deliver value: inform, perform, and transform.* An appreciation of them is essential not only for pricing, but for formulating a successful education business strategy.
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