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Overview (Child)

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Love to Learn Spotlight

Interview

Some people follow a clear career path, knowing exactly where they’re headed. Roy de Vries didn’t. At least, not from the start. Learning and development wasn’t something he had in mind growing up.“As a kid, I thought I might become a lawyer. Or maybe a psychologist,” he says with a grin. “Mostly because I liked talking to people, and let’s be honest, lawyers earn decent money.”But while his early ambitions pointed in other directions, the steps he took after secondary school tell a different story. From studying educational sciences to exploring online learning, his path may have been more intentional than it seemed at the time.

Meet Roy

After finishing secondary school, Roy packed his bags and became an au pair in Switzerland. For eight months, he looked after children, helped with schoolwork and got a taste of what it’s like to support someone’s learning up close.“I didn’t go there with some big educational dream,” he admits. “But the one-on-one connection with the kids… I really enjoyed it. It felt meaningful and it stuck with me.”It stuck long enough for him to start a degree in primary education, which he combined with educational sciences. But once he stepped into the classroom during his teaching placements, reality kicked in. “It just didn’t give me the energy I’d hoped for,” he says. “The system, the setting, it wasn’t for me.”

Roy once dreamed of strumming his guitar in a classroom full of kids. These days, his toddler mostly uses it as a drum. “Maybe one day we’ll take lessons together and start a father-son band.”

That father-son bond (or band)

What did fascinate him was how people learn and how you can support that process in smarter, more human ways.That curiosity led him to explore learning beyond the classroom. During his studies, Roy took on a side job as a community manager for an e-commerce platform, an experience that introduced him to the world of online community building. That’s when things started falling into place…

Finding his way to aNewSpring

<h3>Finding his way to aNewSpring</h3>During his Master’s degree Roy was an intern at an e-learning company and was given the task of entering multiple-choice questions into a learning platform. That platform? aNewSpring.“It was a small task,” he says. “But I liked how the system worked, how it was built. And I noticed the company used it in clever ways with their customers. That stuck with me.”

Roy’s journey with aNewSpring started with… entering 100 multiple-choice questions. An intern’s task? Definitely. A turning point? Absolutely.

Love at first sight

After graduating, Roy spotted a job opening at aNewSpring with the ambitious title Next Generation Digital Learning Expert. The title alone was enough to pique his interest. He applied, made it to the final round, but being fresh out of university, he needed a bit more experience under his belt to land a role like that.So he took a different path first. He started working as an Instructional Designer, where he spent about two and a half years gaining hands-on experience with online learning, learning management systems and collaborating with subject matter experts. It turned out to be the perfect environment to sharpen his skills and deepen his understanding of how to design meaningful digital learning.By the time a new opportunity opened up at aNewSpring, he was ready. This time, for the role of Customer Success Manager. And this time, it clicked.“I loved working directly with customers, helping them make the most of the platform. With my background in educational sciences, I could really add value.”

Roy used to play Bossaball (yes, that’s a real sport). It’s played on inflatable courts and trampolines, and his height (1.97!) really came in handy.

Like a boss

Stepping into innovation

<h3>Stepping into innovation</h3>After a few years, Roy felt ready for more. He noticed a new role being shaped internally: Learning Innovator. A chance to think more strategically about learning. To work closely with product, content and community. And to help define how aNewSpring talks about learning.“It wasn’t a pre-made job. There was no one else doing exactly this. That was exciting,” he says. “I could help shape what it meant.”His new role placed him at the intersection of learning theory and platform development. Part translator, part connector. From helping customers use aNewSpring effectively, he moved towards helping the company itself deepen its learning vision.

Cemeteries. “They’re peaceful. Full of stories. A reminder of what matters.” Roy visited them from Paris to Japan, not out of morbidity, but curiosity.

A slightly unexpected fascination

GROWTH: The penny drop - moment

<h3>GROWTH: The penny drop - moment</h3>And that’s exactly what he did. As a Learning Innovator, Roy tackled one big question: how can aNewSpring help improve training in a more focused way?He wasn’t the only one asking that question. Within aNewSpring, there was already a growing conversation about how to better support learning designers, sparked in part by co-founder <a target="_blank" href="https://www.linkedin.com/in/martendeprez/">Martèn de Prez</a> and then Learning Innovation Leader <a target="_blank" href="https://www.linkedin.com/in/gerdriesen/">Ger Driesen</a> (who, by the way, is someone Roy looks up to for his thought leadership and ability to connect people and ideas). Roy joined that movement with fresh energy and ideas, bringing his own practical experience from the field.“We’d always been about helping others help people learn,” he says. “But we wanted to give that mission more structure.”The initial idea was to create a maturity model: something that could tell training providers how far along they were in developing effective learning. But that approach didn’t feel quite right. “Learning isn’t one-size-fits-all. You can be ‘advanced’ in one area and still miss the basics in another. We needed something more flexible.”

The birth of GROWTHSo Roy and Martèn took a step back. They started exploring the central question: “how do people really learn?” and let the ideas flow. There were sticky notes on walls, plenty of back-and-forth, a few messy diagrams and a lot of thinking out loud. And slowly, patterns emerged, categories formed, and a model took shape. The GROWTH Training Improvement Model was born.“We didn’t plan the name. But as the pieces came together, they spelled out something: GROWTH. And it just worked. That’s what learning is, right? Growth.”

Find out what GROWTH stands for

The GROWTH model isn’t about ticking boxes or climbing levels. It’s about reflecting, rethinking, and continuously improving training based on how people actually learn. “It’s meant to open conversations. To give people new perspectives. Whether you’re designing your first course or leading a whole academy, it’s a tool to help you pause, reflect and level up&quot;.

The learner who learns

<h3>The learner who learns</h3>Roy applies the same mindset to himself. Whether it’s reading research, collaborating with experts or seeking feedback after every session, he keeps his own learning active. “I can’t tell others to improve if I don’t do the same,” he says simply.Becoming a father gave that mindset even more depth. “You can spend your whole life chasing the next milestone: when your kid walks, talks, cycles. But then you miss the joy of what’s happening right now. Celebrate where you are. Reflect. And then keep going.”

Roy used to know everything about football players, from which foot they preferred to their club history. Test him during the next Love to Learn Experience!

A walking football encyclopaedia

Love to Learn Experience

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You want to improve your training, but where do you start?

Article

You don’t have to change everything all at once. But you do have to stay open. Ask questions. Reflect. And keep moving. Roy de Vries explains how you can do that with the help of GROWTH.

Roy de Vries on why growth is not a destination, but a mindset

Love to Learn Spotlight: Roy de Vries

training improvement

learning pioneers

We often assume that the true luminaries in L&amp;D were destined from childhood to conquer the L&amp;D world.But Will Thalheimer, the star of this edition of our Love to Learn Spotlight, didn’t exactly take the straight path into learning and development, and lived many lives before landing in the learning space.

Meet Will

Road to learning

<h3>The winding road to workplace learning</h3>Before finding his way into the field, Will worked in kitchens, knocked on doors (trying) to sell vacuum cleaners, supported troubled teenagers in mental health programmes, drove a van for adults with cognitive disabilities and led the occasional yoga class.After finally enrolling at university and studying psychology, he ended up working at an insurance company, where he quickly discovered that staring at health claims all day wasn’t his calling. “I enjoyed it for four weeks. After that, it was terribly boring.”An MBA followed, but again, no spark. Until he stumbled upon a course on instructional design. That, he says, did light the spark: “I loved it.” Eventually, an ad in Training Magazine for ‘the World Leaders in Business Simulation’ caught his eye (conveniently located just four blocks from his home).

Get practical with LTEM and Will during our upcoming Love to Learn Experience.

He walked in uninvited, wearing his only suit (one his dad helped him buy), and talked his way into the job. “Nobody had ever walked in off the street. They told me to come back the next day – and then they hired me.”That was the moment things started to fall into place. What followed was a career dedicated to bringing clarity, rigour and common sense to the world of workplace learning.

<h3>State-of-the-old-skool simulations</h3>At Strategic Management Group (the simulation company), Will worked on building business and leadership simulations, using nothing but basic branching scenarios and 30-pound ‘portable’ computers with monochrome displays. “It was the latest technology at the time”.The simulations were used in workshops where participants worked through scenarios and reviewed feedback based on business indicators like revenue or cost. The tech was bare-bones compared to today’s standards, but the experience was powerful. “It was amazing how engaged people were with just green text on a black screen.”

Will once accidentally ruined a simulation with chocolate coins. Participants got so competitive to win the coins it completely derailed the learning.

Foil Fail

Bridging the gap

<h3>Gap between learning science and practice</h3>After earning a PhD in Educational Psychology, Human Learning and Cognition from Columbia University, Will returned to the company to lead their leadership development product line and noticed something odd: researchers and practitioners weren’t talking to each other. “There’s wisdom in both camps, but they were completely disconnected.” So he decided to become the intermediary: someone who could take complex research and make it practical.So in 1998, he founded <a target="_blank" href="https://www.worklearning.com/">Work-Learning Research</a>: a one-man consultancy focused on bridging that gap. He began conducting learning audits, benchmarking programmes against the science of learning and memory, and running workshops around the world. His approach: “Sit at the back of the classroom. Review the e-learning. Benchmark it to the research. Then show what’s aligned and what’s not.”Over time, his attention shifted more and more towards evaluation; especially the flaws in how the industry measures learning.

Will collects props in the name of better learning metaphors. On his desk? A movie scene clacker, magnifying glass, rock concert microphone, dog miniatures and a plastic sword.

Will’s secret arsenal

Smile sheets

<h3>Rethinking smile sheets</h3>One of Will’s biggest frustrations? The continued over reliance on smile sheets and end-of-course evaluations. “We measured right at the end of learning, when everything is top of mind – that’s not a good way to measure.” According to Will, multiple meta-analyses show that these surveys have almost no correlation with actual learning outcomes. It was just 0.09. “That’s virtually nothing.”To help practitioners create surveys with meaningful outcomes, Will developed performance-focused learner surveys — a smarter way of collecting feedback that asks more relevant, diagnostic questions:<ul><li>Did learners truly understand the material?</li><li>Are they motivated to apply it?</li><li>Do they have the support to use what they’ve learned on the job?</li></ul>Will’s advice? “Whatever you do, don’t rely only on learner surveys. They’re not enough. But if you’re going to use them, at least do them right.”

LTEM

<h3>Meet LTEM</h3>To help learning professionals move beyond the smile sheets, Will created the Learning-Transfer Evaluation Model (LTEM). Rather than just measuring attendance or satisfaction, LTEM encourages organisations to track outcomes that actually matter, from decision-making and task performance to long-term impact on the job.“It’s the only evaluation model I know of with learning science baked in,” Will says. “It nudges us toward smarter, more realistic decisions about what we measure and why.”

And he is also quick to point out that you don’t need to get it all perfect. “You’re not going to build the ideal evaluation from day one. Just ask yourself: what’s one step we can take to do this better?”

According to Will, the LTEM model combines the logic and rigour of Spock with the drive and empathy of Captain Kirk. “It’s got learning science baked in, but also a push to act.”

Beam me up, LTEM!

<h3>Learn from Will</h3>Will didn’t set out to become a thought leader, he just couldn’t ignore the gap between what research says and what actually happens in L&amp;D. So, that gap became his mission.Today, Will is one of the most respected voices in evidence-based practice, on a mission to help the L&amp;D world let go of tradition-for-tradition’s-sake, and focus instead on what truly works. With humour, honesty and a lot of evidence, he helps learning professionals rethink what they measure, how they teach and why it matters.It’s exactly this mix of research, realism and refreshingly straight talk that he’ll bring to the stage at the <a target="_blank" href="https://www.anewspring.com/events/ltle-will-thalheimer-learning-evaluation-ltem">upcoming Love to Learn Experience</a>, where he’ll take a deep dive into learning evaluation and the latest version of LTEM, and offer practical tools to help you measure what really matters.And don’t worry, there won’t be any chocolate coins.

Join Will at the Love to Learn Experience

Evaluate how you evaluate

Will Thalheimer didn't become one of the world's most renowned learning luminaries overnight. Read about Will's colorful journey to becoming the intermediary between learning science and practice.

How Will Thalheimer became a champion of evidence based learning design

Love to Learn Spotlight: Will Thalheimer

Evidence based learning

learning evaluation

Have you ever sat through a dull lecture, watching the clock, waiting for a break, and wondering why learning has to be so boring?Niels Floor thought the same. But instead of accepting it, he decided to change it. In 2007, he introduced the term Learning Experience Design (LXD) – a way to make learning not only more engaging and immersive but, most importantly, more effective.

Meet Niels

<h3>The Father of Learning Experience Design</h3>Originally from the Netherlands, Niels began his career in graphic and interaction design. When he first introduced himself as a Learning Experience Designer, people raised their eyebrows. &quot;They thought I’d made something up,&quot; he says. But to Niels, it made perfect sense. With a background in design, experience in teaching at various universities, and a growing frustration with traditional education, he saw an opportunity: we learn from what we experience – so why not design learning the way we design great experiences?

Instant clickThat thought led him to introduce the concept of Learning Experience Design. “I did introduce the term. Someone later found a scientific article where a researcher had used it years before, but it was just a single mention – nothing really came of it. When I came up with the term Learning Experience Design, I instantly felt this click, this moment where I thought, ‘This is exactly what I want to do.’”Niels followed through as he dedicated his professional life to the development, application and promotion of Learning Experience Design ever since.At first, not everyone was convinced. &quot;In the Netherlands, people can be quite sceptical,&quot; Niels says with a grin. But he didn’t let that stop him. Now, as the ‘Father of Learning Experience Design’ – though he wouldn’t call himself that – he is dedicated to making learning more engaging and meaningful for educators and learners around the world.

Experience LXD during our next Love to Learn Experience.

Article continues after the fun fact

His first international business trip for LXD wasn’t to a nearby country, but all the way to Brazil. “I wasn’t expecting that at all. But they got the idea, they were like, ‘This is exciting, let’s bring Niels over.’”

First stop: Brazil

Global impact

The impact quickly became global. The moment Niels landed in Brazil, he was invited to conduct training in Singapore.That’s when it became apparent that the adopters of LXD were spread all over the world. Niels’s next challenge: how do you identify all these people and bring them together?Niels tackled this by creating the Learning Experience Canvas, a free tool designed to help educators and designers craft structured learning experiences. As more people started using it, an international community began to take shape, eventually paving the way for LXDCON—now an annual conference celebrating its tenth year.

Learn more about LXDCON

Niels compares LXD to Indiana Jones—both passionate, independent, and all about protecting valuable &quot;treasures&quot; (aka great learning experiences), even when things go off track.

LXD: The temple of knowledge

Learning Rockstar

<h3>A Rockstar in Learning Design</h3>We know we’ve used the term &#039;learning rockstars&#039; before, but Niels Floor is a true learning rockstar – quite literally.As a teen, he dreamed of becoming a rockstar, and that love for music never faded. He plays the guitar, piano, and bass, and he sings—but what he enjoys most is writing music. In many ways, he sees it as similar to designing a learning experience.

This emotional connection is key to effective learning. Think back to your teenage days: If you were sitting in class and you had just fallen in love with someone, the whole world felt different, and everything in class seemed to take on a new meaning. Meanwhile, the person next to you might have been going through a breakup, experiencing the same lesson in a completely different way.Our emotions shape how we learn and what we remember—something that’s just as true in the classroom as it is at a concert.

His love for music isn’t just a hobby—it made its way into his teaching. As a brain booster, he composed and played music for his students to set the right mood for learning.

La...La...La...Learning

Brain boosters

When designing his own courses, Niels always prioritises experience over strict structure. During his time running a six-month minor programme at Avans University of Applied Sciences, he had the freedom to design the course as he wished. He started each class with a fun brain booster, made fresh juice for the students, and even created music for them. Niels incorporated all sorts of quirky activities, not necessarily to improve their brains on the spot, but to remind students, &quot;Your brain is a very important part of who you are—treat it carefully.&quot;Rather than focusing just on learning objectives, Niels asked a bigger question: How do I want my students to feel at the start, and how do I want them to feel at the end? This approach makes learning more personal, flexible, and engaging. “Learning isn’t supposed to be easy,” he adds. “Challenge and discomfort are part of the process.”

<h3><strike>Endure</strike> Experience Learning</h3>Learning should be something you want to do—not something you have to endure. Niels has spent his career proving that when learning is designed as an experience, people don’t just remember it—they enjoy it. Whether through music, hands-on challenges, or creative interactions, he keeps pushing the boundaries of education.Niels is convinced that a great experience should not only be educational but also emotionally engaging. &quot;So you have to surprise them in a way that they&#039;re like, &#039;Oh, wait. This is better than I expected. This is actually quite interesting.&#039; Instead of just taking it for granted and saying, &#039;Well, people don&#039;t like this. Let&#039;s just make it user-friendly and as quick as possible, and they&#039;ll be done with it.&#039; No, I want to take a negative expectation and turn it into something where they&#039;re like, &#039;I&#039;m actually looking forward to the next e-learning module.&#039; That&#039;s what I&#039;m aiming for.&quot;We want more! And he relates this to music as well: &quot;When you go to a concert, if the artist is any good, they will leave you wanting more and shout &#039;We want more!&#039; A great concert has build-up, climax, and everything in it—just like any great learning experience.&quot;It may sound simple, but it&#039;s exactly what Niels aims for. In fact, the feedback he gets reflects this: people asking, &quot;When is the next module?&quot; rather than, &quot;Please, not again.&quot;

Niels is a proud guinea pig owner. &quot;We have two—Dusty and Snoopy. They’re surprisingly quick learners. With some training, they can do tricks like jumping through hoops or walking in circles.&quot;

Genius guinea pigs

<h3>Design unforgettable learning experiences</h3>

Make any training a delightful experience. &quot;This was way better than I expected. I&#039;m actually looking forward to the next module. That&#039;s what I&#039;m aiming for&quot;, Niels says.

Delight your learners

Join Niels Floor at the Love to Learn Experience

Make learning unforgettable

Learning should be something you look forward to, not something you have to endure. Niels Floor shows how learning can be an engaging and memorable experience that really sticks with you.

Unforgettable Learning Experiences: Music to your ears with Niels Floor

Love to Learn Spotlight: Niels Floor

In this series we put a spotlight on the passion and the life of true luminaries in learning, to discover what makes them tick about their area of learning expertise and to get inspired on how to help people learn better.For this first edition we had a chat with Dr. Alaina Szlachta about the power of data in learning and in life.

Meet Alaina

Some people shy away from data. But for Dr Alaina Szlachta, just hearing the word ‘data’ brings a big smile to her face. She proudly calls herself a ‘data nerd’, and once you get to know her, you can’t help but agree.Alaina is a Measurement Architect and Learning Designer with over 15 years of experience in academia and corporate learning. She specialises in creating data-driven and behaviour-changing learning experiences that deliver measurable results.

Learn to love data from Alaina during our Love to Learn Experience

Alaina is a former dancer who loved performing, but realising most careers end by 25, she made the tough choice to leave the stage and focus on her education—one of her hardest decisions.

From dance to data

Data as a tool to improve

<h3>Data as a tool to improve</h3>But where does that passion for measurement and evaluation come from?From an early age, data has been central to Alaina’s life. As an athlete, debater, and dancer, she learned that progress depended on measurement, feedback, and continuous improvement. Her coaches used data-driven systems to track performance, helping her focus on what mattered most to succeed.For Alaina, data was always a means to an end—winning. Her competitive nature made her appreciate the power of insights, ultimately earning her a university scholarship in speech and debate.This mindset carried over into the corporate world, where she quickly realised that data isn’t just about tracking numbers—it’s about optimising performance. As a leader, Alaina uses data to provide clear, evidence-based feedback, helping her team improve continuously. She knows that while feedback can be hard to hear, when it is backed by clear data, it becomes a tool for real growth and improvement.

Did you know Alaina didn’t write her book &quot;Measurement and Evaluation on a Shoestring&quot; alone? Her loyal Labrador, Doko, was right there with her the whole time—co-writer status granted!

Alaina's sidekick: Doko, the Data Dog

Data as a mirror

<h3>Data as a mirror</h3>But let’s be honest—data can be intimidating. There is a reality check that comes with data that can be uncomfortable.

<a target="_blank" href="https://www.linkedin.com/pulse/introduction-book-ceos-guide-training-elearning-work-will-thalheimer-a9qaf/">Dr. Will Thalheimer shares a strong point in his new book, CEO’s Guide to Training, eLearning, and Work.</a> He says, &quot;Over-relying on learner reaction and satisfaction scores can have damaging consequences. If we focus too much on making learners feel good, we might end up designing training that prioritises fun over real results.&quot;It’s a helpful reminder that while positive reactions are important, the true aim of training should always be to deliver real, measurable outcomes. As Alaina points out, “Learning is challenging and uncomfortable, and it&#039;s in that discomfort where true growth happens.”

If she had to compare data to a movie character, it would be Weird Barbie from the Barbie Movie. According to Alaina, data shares fascinating insights in its own way, but let’s face it, we’re all a bit scared of it!

Data Barbie

But here’s the positive twist: once we embrace what data can do, it becomes a powerful ally. As Alaina reflects: &quot;When you realise what data can do for you, there’s no holding back. All of a sudden, you want more data because you realise that data can help you do anything.&quot;Alaina also explains that data can help you achieve personal goals, improve performance, and solve problems in ways you may never have imagined. And that it’s not just about numbers; it’s about progress.That’s why it’s important to see data for what it really is: a tool for improvement.

Data to measure training impact

<h3>Data to measure training impact</h3>So how can you make the most of your training data for customers?Start by thinking of your training as a solution to a problem, not just a course. Talk to your customers about the challenges they want to solve and how your training fits into that. It’s not just about the session itself—it’s about the changes in performance that follow.Be clear from the beginning about what you’re trying to achieve. What behavioural or performance changes are you looking for? That way, you can use your data to see whether your training is truly making an impact.When we embrace data for what it truly is—honest and unfiltered—it can really drive change. It’s not about having all the answers, but about gaining insights that help us make better choices, improve, and lead more effectively. Data might not always tell us what we want to hear, but it’s the key to real, meaningful progress. So, let’s use it to move forward, learn, and grow.

Alaina doesn’t just break down walls around data—she literally breaks them down as a real estate investor, buying, renovating, and renting properties for 8 years!

Breaking down walls

<h3>Data-enabled training design made simple</h3>

Discover what makes luminaries in learning tick about their area of learning expertise. For this first edition we had a chat with Dr. Alaina Szlachta about the power of data in learning and in life.

Learning pioneers in the spotlight

Roy de Vries on why growth is not a destination, but a mindset

Learning pioneers who've taken the spotlight

Roy de Vries on why growth is not a destination, but a mindset

How Will Thalheimer became a champion of evidence based learning design

Unforgettable Learning Experiences: Music to your ears with Niels Floor

Dr. Alaina Szlachta on why data is like Weird Barbie

Ger’s Learning Notes #56: AI & learning rockstars

Learning pioneers in the spotlight: Peter Meerman

Learning pioneers in the spotlight: Christianne Bal

Learning pioneers in the spotlight: Claudia Hamerlinck

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