Signing off! (plus table of contents)
Dear friends, I’ve very much enjoyed writing and illustrating weekly posts for you over the last year on some of the topics I know best: instructional strategy, design, content, assessment, and delivery.
But all things come to an end eventually, and it’s time for me to move on to other projects.
Below is a table of contents that groups my blog articles (over 50!) in a way I hope you’ll find useful, along with the original publish date for each.
Table of contents for Moore Thinking
Strategy/design
- Identify (and proactively address) the 3 points of instructional failure (6.30.25)
- The 5 categories of instruction (7.15.25)
- Whether and how to leverage AI chatbots for instruction (7.21.25)
- CRAAP! Why AI can’t be trusted around learners (8.4.25)
- 10 high-impact do’s and don’ts for better ID outcomes (3.19.26)
- The 4-stage, no-fail blueprint for skills training (4.20.26)
- Training needs analysis – description and free download (5.4.26)
- Good, cheap, or quick: pick 2 (and only 2!) (5.18.26)
ID industry/role
- Edspeak dictionary: What ID terms actually mean (9.29.25)
- The learning triad (and where IDs fit in) (10.27.25)
- How not knowing E&T history costs IDs and learners (11.3.25)
- Have you got what it takes to be an ID? (2.2.26)
- How to AI-proof your training team (4.6.26)
- 7 tips for SMEs-turned-IDs (5.18.26)
Project management/SME interaction
- Tips for working effectively with SMEs (9.15.25)
- Project management do’s and don’ts for IDs (1.12.26)
- How to speak “SME” (3.9.26)
Assessments
- Tips for creating compelling, effective assessments (3.2.26)
- How to use T/F questions effectively (6.23.25)
- Tips to help eliminate online cheating (8.25.25)
- How to apply Bloom’s verbs effectively (12.22.25)
- The best content & assessment formats for your next project (1.5.26)
- Scenario assessment do’s and don’ts (4.27.26)
- Workbook assessments: what, why, and how (5.11.26)
Online instruction
- ADA compliance for IDs, authors, and web designers (7.28.25)
- How to support struggling adult readers online (8.11.25)
- Tips to help eliminate online cheating (8.25.25)
- The 5 things moving instruction online breaks (and how to fix them) (2.23.26)
- 5 tweaks to make your online instruction more appealing (6.1.26)
Synchronous instruction
Delivery
Evaluation
- Why they’re not taking your training (and how to get them to) (12.29.25)
- Real-world advice for evaluating training (2.9.26)
- How to conduct qualitative evaluation interviews (2.16.26)
Content
- How to support critical thinking (9.2.25)
- How to document digital process flows (11.10.25)
- Make it stick: 6 tips for driving learning recall (11.24.25)
- The truth behind the learning styles myth (12.8.25)
- The best content & assessment formats for your next project (1.5.26)
- Top 4 reasons software training fails (3.23.26)
- Content & assessments for conceptual topics (3.30.26)
Content for specific audiences
- How to adapt online materials to support international audiences (6.16.25)
- ADA compliance for IDs, authors, and web designers (7.28.25)
- How to support struggling adult readers online (8.11.25)
- The critical difference between novice and expert learners (and why it matters) (9.1.25)
- How to adapt (or design) instruction for older learners (6.8.26)
- ID-facing tips for simplifying ADA compliance (6/15/26)
Content/e-learning
- The 5 elements of gamification (FRISC) and how to apply them to real-world learning (12.1.25)
- E-learning UX do’s and don’ts (12.15.25)
Content/videos
Content/images
- How to transform ordinary images into instructional images (8.18.25)
- Image primer for IDs and other content creators (10.6.25)
- Simple, high-impact visual design principles every ID should know (10.20.25)
Content/supporting documentation
- Top 10 tips for creating effective job aids (11.17.25)
- Training the right things the right way – but learners still aren’t doing them? This may be why. (1.18.26)
Maintenance
Testing
The bottom line (TLDR)
Take care, drop me a line, and design effective, appealing instruction!
Moore Thinking 
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