IACET Blog

What separates a learning experience people merely sit through from one that actually changes what they can do? This four-part series breaks down the full arc of quality — starting with what "quality" really means beyond satisfaction scores, moving into the curriculum design decisions that set a session up to succeed, then into what it actually takes to facilitate that design well once real people are in the room. We close by turning a critical eye on our own assumptions: How do you know any of it actually worked? Whether you're building continuing education programs, association learning content, or professional development experiences, this series offers a practical framework for designing with intention — and verifying it delivers.

What if one of the most persistent assumptions about continuing education and training is also one of the most damaging? The label “informal” hardly reflects a sector built on defined learning outcomes, qualified instructors, assessment, regulatory requirements, and measurable results. This article challenges that long-standing perception and considers what the label costs the organizations and professionals delivering workforce-critical learning. It also looks at the role of the ANSI/IACET Standard in reinforcing continuing education and training for what it is: structured, accountable, quality-driven education that supports the modern workforce.

What separates a learning experience people merely sit through from one that actually changes what they can do? This four-part series breaks down the full arc of quality — starting with what "quality" really means beyond satisfaction scores, moving into the curriculum design decisions that set a session up to succeed, then into what it actually takes to facilitate that design well once real people are in the room. We close by turning a critical eye on our own assumptions: How do you know any of it actually worked? Whether you're building continuing education programs, association learning content, or professional development experiences, this series offers a practical framework for designing with intention — and verifying it delivers.

The words we use to describe early childhood education matter. This article explores the distinction between “daycare” and “childcare” and how terminology can shape perceptions of the profession. Discover why language that centers children can better reflect the expertise, intentionality, and impact of early childhood professionals.

What separates a well-designed learning experience from one that's simply assembled? It often starts with the design document. In this month's blog, Bradley Davis explains why design documents are far more than an accreditation requirement—they're the foundation for intentional learning. Discover how thoughtful design documentation connects learning needs, outcomes, instructional methods, and assessment to create consistent, high-quality educational experiences that stand the test of time.