Have We Asked Learners?
A reflection on the vital place of the learner voice in learning design and delivery.
In many organisations, learning is still something done to people, not created with them.
We might invest in strategies, systems, and solutions; yet overlook the one voice that matters most… learners.
How often do we ask, “Is this actually helping you?”
The learner voice is vital. It offers primary insights into what works, what doesn’t, and why.
Learners are the ones facing real-world complexity, navigating messy systems, and bridging the gap between theory and practice. When we bring their voice into the room, early and often, we design learning that’s more relevant, impactful, engaging, and more likely to stick!
And having reviewed the evidence it’s clear… co-created learning delivers deeper impact. It:
- Boosts engagement, clarity and problem-solving [1]
- Sparks creativity, innovation and collaboration [2] [3]
- Enables better decisions in complex situations [4]
- Informs smarter, user-centred tech solutions [5]
- Builds learning communities by default [6]
- Surfaces what content truly matters [7]
- Ensures learning is inclusive and accessible [8]
It’s a no brainer! But because its common sense doesn’t make it common place.
So, if you are passionate about effective learning design here are proven ways I’ve encountered to embed learner input in learning design and delivery:
- Co-design with learners – involve them directly in shaping solutions
- Use real-time impact insights – capture feedback from actual events
- Establish learning champions – build advocacy within teams
- Embed learner-generated content – surface authentic, practical insights
- Invite peer reviews – bring a real-world lens to design
- Pulse survey feedback in the flow – adjust learning as it happens
- Collect learner-led stories – highlight what truly made a difference
- Form learner advisory panels – test ideas with real users
- Host learner roundtables – spark input on future plans
When learners have a voice, they move from being participants to partners in performance.
If we’re truly committed to effective learning then the learner voice cannot be an afterthought, but a core design principle.
Here’s a provocation to finish. Ever heard people professionals bemoaning that they don’t have a seat at the ‘top table’. Maybe it’s time to ask who’s missing from theirs.
References
[1] Chuenjitwongsa, S., Amir, L., Jessani, A., Samaranayake, L., & Osathanon, T. (2025). Integrating design thinking into dental education. Frontiers in Oral Health, 6. https://doi.org/10.3389/froh.2025.1547335.
[2] Fallin, L., & Turton, C. (2025). The transformative potential of Design Thinking in Learning Development. Journal of Learning Development in Higher Education. https://doi.org/10.47408/jldhe.vi34.1314.
[3] Baričević, M., & Luić, L. (2023). From Active Learning to Innovative Thinking: The Influence of Learning the Design Thinking Process among Students. Education Sciences. https://doi.org/10.3390/educsci13050455.
[4] Garcia, I., Noguera, I., & Cortada-Pujol, M. (2018). Students’ perspective on participation in a co-design process of learning scenarios, 4. https://doi.org/10.21100/JEIPC.V4I1.760.
[5] ] Carvalho, L., Maldonado, R., Tsai, Y., Markauskaite, L., & Laat, M. (2022). How can we design for learning in an AI world? Computers and Education: Artificial Intelligence., 3, 100053. https://doi.org/10.1016/j.caeai.2022.100053.
[6] Disalvo, B., Yip, J., Bonsignore, E., & Carl, D. (2017). Participatory Design for Learning. , 3-6. https://doi.org/10.4324/9781315630830-2.
[7] Kossen, C., & Ooi, C. (2021). Trialling micro-learning design to increase engagement in online courses. Asian Association of Open Universities Journal. https://doi.org/10.1108/aaouj-09-2021-0107.
[8] Gronseth, S., Michela, E., & Ugwu, L. (2020). Designing for Diverse Learners.
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Mark Reilly, Head of Learning Content Design, Global Learning and Development, McDonald’s Global Franchising Ltd.
Gavin McQuillan, Head of Learning and Development, RBS
