The exam's focus: designing and delivering training
Step 1 / 3·Learning science: the principles that recur
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Learning objectives — after this module you will:
- Know the adult learning principles that recur in the exam
- Tell design models and evaluation levels apart
- Recognise the delivery principles being tested
Learning science: the principles that recur
Master the most foundational cluster in the exam.
The APTD tests whether you understand WHY a training design works, not just whether you know the steps. The foundation for that is learning science, and a handful of principles recur wrapped in different scenarios.
The principles that come up most
| Principle | What it says | Design consequence |
|---|---|---|
| Andragogy (Knowles) | Adults learn differently: they need the reason, want autonomy, bring experience, and learn to solve problems | Always answer 'why does this matter' before the content |
| Cognitive load | Working memory is limited; overload it and nothing is learned | Chunk the content, cut decorative detail, one idea at a time |
| Spacing effect | Distributed practice beats cramming | Design a sequence of short sessions rather than one long one |
| Retrieval practice | Actively recalling strengthens memory far more than rereading | Ask questions before the summary, not only after |
| Transfer of learning | Learning it is not the same as using it at work | Design exercises that resemble the real context, with an application plan |
| 70-20-10 | Most learning comes from work experience, then relationships, then formal courses | Do not put everything in the classroom; design on-the-job practice too |
How to spot a cognitive load question
A scenario describing a course that 'crams in too much', 'slides dense with text', 'participants looking glazed over', or 'very little retained afterwards' — the answer almost always involves reducing cognitive load: chunk it, cut it, add breaks.
Key takeaway: Six core principles: andragogy, cognitive load, spacing, retrieval practice, transfer, 70-20-10.