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The science of learning Cognitive load — the limit you're designing against Working memory holds only a few new things at once. John Sweller's cognitive load theory explains why so much training overwhelms before it teaches. Pedagogy Growth mindset, handled honestly Carol Dweck's idea that ability can grow is real — and oversold. Here is the version that survives the evidence. xAPI The skills crisis is a measurement crisis Skills England says the pipeline alone won't meet employers' needs. It's right — but more training won't fix it until we can see what our training actually builds. The science of learning How we learn, not what — the case for active learning The Swiss psychologist Jean Piaget spent his life on how people come to know things, not what they are told. Active learning takes him at his word. Pedagogy Aim higher: Bloom's taxonomy Six levels of thinking, from remembering a fact to creating something new. Most training stops at the bottom two — and that is exactly the problem. The science of learning Bloom's two-sigma problem One-to-one tutoring beats the classroom by two standard deviations. We have known since 1984. Delivering that to everyone is the open problem. AI Personalisation at scale: the open problem One-to-one tutoring works — we've known for forty years. The unsolved challenge is giving it to everyone at once. xAPI What xAPI actually measures Completion tells you someone reached the end. xAPI tells you what they did on the way — and whether any of it mattered. The science of learning The forgetting curve is a filter, not a flaw Your brain throws away what you don't use. That's not a bug to fight — it's a filter to work with. The science of learning Knowing about it is not learning it Learning isn't what you were shown. It's what you can do afterwards. The difference changes everything about how we teach. Pedagogy Pitch learners up, not down Most training aims low on purpose — and switches people off. The science says we have it backwards.