Strategic Planning

Making the Case for Learning Intelligence: What L&D Leaders Need to Know

Posted by

0

This post is provided by guest blogger, Suzanne M. Gillespie, graduate student at the University of St. Francis in Joliet, M.S. in Talent Development program.

In a recent article published in Training Magazine, Tulsiani (2026) argues that learning and development (L&D) must evolve beyond the efficient delivery of content toward a more intelligence-driven function that informs organizational decision-making. The article contends that traditional learning models, which emphasize course completion and participation metrics, are insufficient in environments characterized by rapid change, skills volatility, and increasing performance demands. Instead, learning intelligence integrates data, analytics, and artificial intelligence to generate insights about how learning influences behavior, capability development, and business outcomes. Tulsiani (2026) emphasizes that this transition is fundamentally conceptual rather than purely technological, requiring L&D professionals to adopt systems thinking, strengthen data literacy, and align learning strategies more closely with organizational priorities. By positioning learning as a source of actionable intelligence rather than a support service, the article reframes L&D as a strategic partner capable of enabling adaptability and sustained performance. Ultimately, the shift to learning intelligence is presented as essential for maintaining the relevance, credibility, and impact of learning functions in an increasingly complex and AI-enabled workplace.

Tulsiani (2026) offers a timely and compelling argument for repositioning learning and development as a strategic, intelligence-driven function. A key strength of the article lies in its clear articulation of why traditional delivery-focused metrics are insufficient in complex, AI-enabled workplaces. The emphasis on conceptual change—rather than technology alone—usefully challenges reductive, tool-centered approaches to learning transformation. However, the article remains largely aspirational, offering limited empirical evidence or concrete examples to substantiate the proposed shift. Tulsiani (2026) outlines what learning intelligence should achieve but provides less guidance on how organizations might operationalize this model or address common constraints such as data quality, governance, and capability gaps. As a result, the article is most effective as a strategic framing piece rather than a practical roadmap, inviting further research and applied case studies to strengthen its contribution.

Reference:

Tulsiani, R. (2026, February 11). The big shift: From learning delivery to learning intelligence. Training Magazine. Retrieved from https://trainingmag.com/the-big-shift-from-learning-delivery-to-learning-intelligence/

Perils and Promise of the Shiny New Object

Posted by

0

This post is provided by guest blogger, Suzanne Gillespie, graduate student at the University of St. Francis in Joliet, MS in Talent Development program.

Dannewitz’s (2025) TD Magazine article, “All That Glitters Is Not Gold” argues that while emerging learning technologies can feel exciting and futuristic, L&D professionals must resist being dazzled by novelty alone. The article emphasizes distinguishing hype from tools that genuinely improve performance. It encourages practitioners to evaluate technologies based on clear business needs, measurable outcomes, and practical integration into existing workflows. Rather than chasing flashy demos—like AI chatbots or immersive VR—the piece urges focusing on solutions that solve real problems, scale sustainably, and enhance everyday learning experiences. Ultimately, meaningful impact—not trendiness—should guide technology adoption.

TD Magazine, a publication from the Association for Talent Development, is a reputable source within the learning and development field, so the article carries solid credibility, especially for practitioners seeking grounded perspectives on emerging technologies. The article “All That Glitters Is Not Gold” is useful because it challenges readers to look past hype and evaluate tools based on real organizational impact. Its emphasis on strategic decision‑making makes it valuable for L&D leaders, instructional designers, and HR professionals who must justify technology investments. While the article offers practical guidance, it could go further by providing downloadable evaluation frameworks or concrete case studies. Still, it serves as a thoughtful reminder to prioritize substance over novelty.

Reference

Dannewitz, B. (2025, October 31). All that glitters is not gold. TD Magazine. https://www.td.org/content/td-magazine/all-that-glitters-is-not-gold  

International Virtual Business Symposium

Posted by

0

Doing Business Around the World: Trends & Challenges
Hosted by Dr. Bonnie J. Covelli, Professor

Join the Session via this Zoom link: International Virtual Business Symposium

Please note: There is a capacity limit on the session. If you receive a message saying the meeting is full, you may wait to see if someone leaves or join us next time. We appreciate your interest! Feel free to fill out the feedback form below to let us know that you are interested in joining us next time.

Friday, 16 January 2026
08:00 CST Chicago, United States
15:00 CET Brno, Czech Republic
21:00 ICT Hanoi, Vietnam

For more information, contact Dr. Bonnie Covelli, bcovelli@stfrancis.edu

After the Session, please provide feedback via this link: Feedback form

How to Implement eLearning In an Effective Manner?

Posted by

0

This post is provided by guest blogger, Darryl Barrios, graduate student University of St. Francis, MS Training and Development program

Despite the growth of eLearning, for most, education continues to mean classroom sessions with teachers.  As the world continues to evolve, so does education.  While most organizations are onboard with eLearning, it takes time to learn to skills and techniques to make it successful.  Implementing eLearning requires three basic steps:  Planning, implementation itself, and evaluation.  During implementation, it is important to keep common challenges, such as lack of student engagement and technological hurdles, at the forefront.  Assessing your needs, planning your courses and goals, and communicating with all parties throughout the process are all key to a successful launch.

Sergi Movchan’s (2025) article How to Implement eLearning In an Effective Manner? provides a straightforward explanation of the process of identifying the process for implementing an eLearning system.  He begins by identifying the common challenges that organizations face during this process.  This is followed by outlining basic tips that any organization can follow to ensure a successful launch.  Throughout the article, he links to other articles that help expand on many of the steps that are required.  This article is a great primer for anyone who is looking to begin the process of implementing an eLearning program.

Reference: Movchan, S. (2025, February 28).  How to implement eLearning in an effective manner?  Racoon Gang. Retrieved from https://raccoongang.com/blog/how-implement-elearning-effective-manner/

Effective Strategies for Instructional Design

Posted by

0

This post is provided by guest blogger, Hailey Kaddatz, graduate student at the University of St. Francis in Joliet, MS in Talent Development program.

Trif-Boia (2022) introduces techniques for concept design that increase success on training. We emphasize understanding the learner’s needs. Setting clear goals is essential. Finally, we suggest using a variety of teaching methods. The resource also stresses the importance of facilitating feedback and assessment in learning processes. In this way, teaching will not only be enjoyable to the learner, but right on target too.

Trif-Boia (2022) is on target, adopting recognized instructional design and teaching strategies. It is helpful not only for educators but also for those involved in the development of curriculum. In particular, it is important for those who want to adjust their teaching approaches. They want their learners to reach a better self.

Reference:
Trif-Boia, A. E. (2022, December). Instructional design in education. IJAEDU- International E-Journal of Advances in Education, (VIII) 24. http://ijaedu.ocerintjournals.org/en/download/article-file/2770833

Knowledge Management – Building the Foundation for eLearning

Posted by

0

This post is provided by guest blogger, Lynn Urban, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

Efficient, fast, accurate, streamlined – these are some of the many words used to describe communication technology.  While business and education are keeping up with digital trends, they can manage and impart information through eLearning.  Before eLearning can be implemented, a strong foundation should be built through strategic planning, organizational mission, and cultural vision.  Author Rommel Benedick Lim (2021) discusses the importance of preparation before implementation.  Through change management and strong leadership, businesses can create the perfect setting for knowledge management to be effective.  ”The combination of business goals with learning programs will make eLearning sustainable in the workplace” (Lim, 2021). 

I recommend this article for anyone interested in setting the stage for an eLearning program in their workplace.  The information speaks volumes of the importance to prepare first, implement next, and sustain going forward.  The article does not go into detail about eLearning itself, but instead focuses on the activity that should take place before eLearning is brought onboard.  The author recommends understanding the “learning culture” and “communication channels”, when preparing to implement eLearning.  Overall, the article is insightful of the steps to truly understand organizational needs, so that knowledge management of an eLearning program can be effective and successful.   

Reference

Lim, R.B. (2021, April). How to Implement and Sustain eLearning in the Workplace. eLearning Industry.com. https://elearningindustry.com/how-implement-and-sustain-elearning-in-workplaceLinks to an external site

M.S. in Talent Development – Things have changed and so have we!

Posted by

0

The University of St. Francis recently launched a new program in the area of talent development and training. The M.S. in Talent Development is an online program – 10 courses – to earn a Master’s degree.

Contact Dr. Bonnie J. Covelli for more information. bcovelli@stfrancis.edu or 815-740-5071

M.S. in Talent Development – Things Have Changed and So Have We

Embrace the future with a M.S. in Talent Development from University of St. Francis, Joliet, Illinois. The new curriculum aligns with the Association for Talent Development (ATD) Talent Development Capability Model™. If you have earned the distinguished Certified Professional in Talent Development (CPTD®) or Certified Professional in Learning and Performance (CPLP®), then you only need nine courses to earn the degree because you can earn credit for prior learning. #ATDmember

The Talent Development program offers employment possibilities such as a talent development manager or director, human resources manager or director, learning and development manager or director, training or education manager or director, manager of organizational learning, employee relations manager, HR administration director, human resources operations manager, development manager, education director, learning manager, staff training and development manager, training and development coordinator, training and development director, training director, training manager, director or dean of continuing education, higher education administration, director of adult or community education, human performance consultant, trainer, consultant, instructional designer.

Students will find both personal and professional growth in the study of talent development. In this program, students have the opportunity to complete assignments they can apply to their organization, institution, or place of employment. They will gain hands-on experience with effective ways of building organizational capability practices including the design, delivery, management, assessment of talent development initiatives uniquely suited to adults. The Talent Development program supports students if they want to move up in their current organization, secure a position in another organization, or make a career change.

The talent development program provides employers with professionals who have expertise in the areas of human resources and learning and development. Students will understand how developing a learning organization leads to improved performance in the workplace, and they will have an awareness of internal and external environments that will enable them to position talent effectively within their organizations.

Program Mission

The Master of Science in Talent Development program provides quality educational experiences in an applied curriculum for professionals in the fields of talent development, human resources, and the delivery of programs for adults.  

Program Outcomes

Upon completion of the program, students will be able to:

  1. Increase knowledge of organizational capability practices including the design, delivery, management, assessment of talent development initiatives uniquely suited to adults
  2. Develop professional capability and awareness of ethical practices in the field of talent development
  3. Consult with various talent development stakeholders while building personal capability in the area of lifelong learning

Learn more at:

Talent Development (M.S.)

Starting Up Online Medical Education?

Posted by

0

This post is provided by guest blogger, Tricia Padgurskis, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

Are medical schools using quality assurance guidelines to develop their online curriculum? If you were tasked to setup a new online medical education program, would you know how to start?

In the peer-reviewed, BMC Medical Education Journal, Wasfy et. al. (2021) felt there are gaps in the quality standards of online curriculum among medical schools.  They set out to create a list of criteria for best practice in online learning in medical education.  The criteria was based on the data collected from focus groups of novice and expert faculty in online higher medical education.  In this article, the authors list important guided questions to consider when developing online education, including: governance, administration, academic council, faculty and student online training needs, organizational capacity, resources, bylaws, course delivery, course design, learning assessment and human resource needs.  The list provides a nice overview of eLearning management considerations for most curriculum in higher education. However, future application of this tool still need to be studied.

If you need to take a closer look at your college’s online curriculum quality, I highly recommend reading this guide for evaluation of online learning in medical education. 

Reference:

Wasfy, N. F., Abouzeid, E., Nasser, A. A., Ahmed, S. A., Youssry, I., Hegazy, N. N., Shehata, M. H. K., Kamal, D., Atwa, H. (2021, June 10). A guide for evaluation of online learning in medical education: A qualitative reflective analysis. BMC Medical Education. BioMed Central. https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-021-02752-2

(L)earning (M)ade (S)upportive Through LMS Data 

Posted by

0

This post is provided by guest blogger, Sejdije Fejza, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

In this article, researchers from the University of Queensland in Australia analyzed whether LMS data is useful in understanding learners and their needs. Video based learning management systems were assessed by monitoring how many times a student clicked on a video and the amount of time that video played. Exam results were also reviewed to determine whether LMS data can assist student learning. First, it revealed students’ preferences for learning. Additionally, students can reference back information or work on their own time. They also revealed that shorter videos and content receive the best results when instructing through this LMS. 

This source is helpful for organizations who are deciding what factors to assess in their LMS to support student learning. If individuals adopt this form of analysis to support learning, it is important that they carefully choose the best LMS features to assess. This will avoid limitations in data. For instance, it’s important to consider how engaged students are when watching a video. Therefore, the number of times clicked on a video may not necessarily correlate to whether the viewer is actively paying attention to the video to assist in their learning. 

Reference 

Maloney, S., Axelsen, M., Galligan, L., Turner, J., Redmond, P., Brown, A., Basson, M., & Lawrence, J. (2022). Using LMS log data to explore student engagement with coursework videos. Online Learning, 26(4), 399–423.

E-learning Assessments Guide for Beginners

Posted by

0

This post is provided by guest blogger, Theresa Anderson, graduate student University of St. Francis, MS Training and Development program.

Wondering how to determine if your e-learning course is effective? Assessments, such as tests and quizzes, can provide valuable data. However, if you’re new to e-learning, you may be unsure of what constitutes a good assessment and what metrics are essential to measure. In this article, Bianca Woods (2022) addresses the most commonly asked questions about creating a practical e-learning quiz. Woods explains what e-learning assessments are, if assessments are always necessary, when learners should be assessed, what types of questions to include, and how to design effective assessment questions. 

If you’re new to online training and want to evaluate whether your course is well-designed, I highly recommend checking out this article. Woods (2022) recommends incorporating assessments at multiple points throughout the course if it aligns with the instructor’s goals. This article offers tips for beginners, and I plan to implement them in my work.

References

Woods, B. (2022). The beginner’s guide to effective e-learning assessments. E-Learning Heroes. Retrieved June 8, 2023, from https://community.articulate.com/articles/overview-of-e-learning-assessments