The Leaders in
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Welcome to EBLI
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The Evidence-Based Learning Institute (EBLI) is a center of excellence which provides research, thought leadership, and best practices for evidence-based learning in academia, business, government, and all knowledge-driven performance-based organizations. EBLI members leverage human performance, technology processes, tools, and story thinking concepts, with an overarching goal of empowering learners at all levels to prosper within today’s 4th Industrial Revolution.
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The Fourth Industrial Revolution should be viewed as a time where humans are freed from mindless, repetitive, routine work; where humans collaboratively focus on creating solutions and solving problems.
A Focus on PerformanceThe purpose of EBLI is to create a virtual and physical place where a rational philosophy and evidence-based practice is researched, promoted, and evaluated. The scope of this organization is focused on research, data analytics and consulting, to foster individual learning, life-long learning, and organizational learning. Our focus is on transforming organizations for the fourth industrial revolution, which requires some major changes in education pedagogy, as well as understanding learning organizations in business.
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A Foundation of ResearchEBLI plays a fundamental role in shaping transformative policy agendas by leveraging expertise to guide the application of evidence-based learning to academic institutions, business environments, government, and non-profit organizations. It fosters innovative change and facilitates action through dissemination of ideas and methodologies known to result in superior outcomes. Our founding members and membership community are thought leaders within each of the major fields of learning and evaluation.
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“ EBLi’s imperative is about changing the way we think and feel about education, exploring new methodologies for learner engagement, and measuring outcomes that are focused on results.”
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EBLI Manifesto
Understand: The Most Misunderstood Verb in Education
To understand means to comprehend the meaning and know the reasons of why we do what we do. It means we take a metacognitive approach to solving problems and coming up with creative solutions. This means we can do more than repeat the current answer – we can infer new answers. It is like the difference between just memorizing the driving directions to a new location versus having a map where we can infer new directions as detours occur. This is the kind of thinking we need in the Fourth Industrial Revolution, as the robots take on more routine tasks and more people take on creative and strategic tasks.
Learners cannot simply be retrained in another repetitive job as in previous industrial revolutions. For example, we used to transition workers skilled at putting horseshoes on a horse by retraining them to put fenders on a car as it came down the assembly line. However, the work of humans now requires less repetitive tasks and more of a demand for their strategic thinking, creative innovation, and problem-solving abilities. Learners need to develop and be tested on their metacognitive skills, not just their physical skills. They need to demonstrate their abilities to determine, infer, deduce, explain, interpret, justify, and prioritize, which measure different aspects of understanding.
The Fourth Industrial Revolution can either be viewed pessimistically, as a job-killer from mass automation, or it can be viewed optimistically, where humans are freed from mindless, repetitive, routine work. This shift in thinking allows learners to become more wholly human, operating with greater capacity to solve problems and innovate. The ability to design, deliver, and measure learning that produces understanding is what stands in the way of this optimistic vision for the Fourth Industrial Revolution.
Download the complete EBLI Manifesto PDF Here:
To understand means to comprehend the meaning and know the reasons of why we do what we do. It means we take a metacognitive approach to solving problems and coming up with creative solutions. This means we can do more than repeat the current answer – we can infer new answers. It is like the difference between just memorizing the driving directions to a new location versus having a map where we can infer new directions as detours occur. This is the kind of thinking we need in the Fourth Industrial Revolution, as the robots take on more routine tasks and more people take on creative and strategic tasks.
Learners cannot simply be retrained in another repetitive job as in previous industrial revolutions. For example, we used to transition workers skilled at putting horseshoes on a horse by retraining them to put fenders on a car as it came down the assembly line. However, the work of humans now requires less repetitive tasks and more of a demand for their strategic thinking, creative innovation, and problem-solving abilities. Learners need to develop and be tested on their metacognitive skills, not just their physical skills. They need to demonstrate their abilities to determine, infer, deduce, explain, interpret, justify, and prioritize, which measure different aspects of understanding.
The Fourth Industrial Revolution can either be viewed pessimistically, as a job-killer from mass automation, or it can be viewed optimistically, where humans are freed from mindless, repetitive, routine work. This shift in thinking allows learners to become more wholly human, operating with greater capacity to solve problems and innovate. The ability to design, deliver, and measure learning that produces understanding is what stands in the way of this optimistic vision for the Fourth Industrial Revolution.
Download the complete EBLI Manifesto PDF Here: