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JUNE 5, 2011 10.2 Strategic Ways to Ensure Learning Begets Performance Improvement
“A complex system that works is invariably found to have evolved from a simple system that works.”. Would you like to guess the year this hypothesis was coined? That’s right! What a year! If you find this concept plausible, if the clarity with which business results are expressed, then the more accurate learning objectives can be formed. A + B = C. Let’s step back a bit. Really? And by whom.
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MAY 25, 2011 5.1 Reasons How and Why to Build Learning with Social Media
Using social media (SM) to prepare material for instructional design, courseware and webinars and such is the flip side of the same coin that encourages social media as intake media. We read a lot about using SM to learn, but how about to build? Here are 5.1 reasons to build learning via SM. Social Collective. People learn best in a social context and are self-directed, particularly when focused on a specific task. Therefore: Use small groups within the larger cohort to decide which content they should tackle and how to share their results. Information for All on Demand.
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NOVEMBER 21, 2011 KNOWLEDGE MANAGEMENT IS A SIMPLE PROCESS ONCE THE RHETORIC IS REMOVED
The benefits of knowledge management (KM) are a monster value-add to any organization. Nevertheless, the more I learn how companies capture and leverage their intellectual property, the more disheartened I become. How could such a straightforward process for transferring information and learning become bogged down in dense MBA rhetoric taking what is essentially a simple idea and obfuscating it in layers of process and jargon? Some might think large enterprises require significant resources to carry forward a KM initiative. m not one of them. Flash History of Knowledge Management. Conclusion.
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DECEMBER 8, 2011 GAMIFICATION – PLAYING AT (NOT) LEARNING
When I first heard the term ‘gamification’* I had the sensation of a spider wiggling down my shirt at a picnic. It’s in the same league as ‘monetization’ and ‘level set’ and, ‘incubator’, words coined to make professionals sound, well, professional. m not against jargon in general; shortcuts are good if they are pithy and have substance. Not so ‘gamification.’ Defined originally as ‘funware’, it demeans both game playing and education. For the most part, game playing aims at developing recall. Gamification is not Games. have a wonderful cliff near my house they can be lobbed off. VALUE.
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JANUARY 11, 2012 THE ACCIDENTAL LEARNER
There seems to be a revival of interest about informal learning. suppose the definitions range from information gleaned from informal sources—everything from Wikipedia to People Magazine to storytelling, to disruptive media like tablets and smartphones. Some suggest it’s content discovered while looking for something else. Kind of like an accidental scavenger, a web surfer. No matter how the information is presented, gathered or used it appears the single best notion is that it was unintentional and/or secondary to the main thrust of what is or was to be learned. Is this informal learning?
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APRIL 11, 2011 ELearning is Dead, Dormant or in Denial
It’s no secret that coming from leadership positions in public and corporate education I am very critical of substandard learning; ‘e’ or otherwise. Without vigorous advocacy at the top you’ll never get great results. So I ask, where have the learning leaders in major corporations gone? Well, mostly salaries, etc., but there is something a bit more insidious.
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WONDERFUL BRAIN IMPROVING PERFORMANCE | KNOWLEDGE MANAGEMENT SERIES WHITE PAPER
| MONDAY, OCTOBER 10, 2011
What can we learn from the methods used to develop curriculum from the academic and corporate sides of the street? In this comparison we can draw come conclusions and discover ways to enhance the integrity of the processes and the resulting knowledge development. Click here for the Improving Performance White Paper. Comments and responses are welcome. Please respond via the blog MORE >>
WONDERFUL BRAIN PLAY ME or TRADE ME
| SATURDAY, JULY 23, 2011
I’m writing this preamble dockside on a lake in Maine, early morning sunshine firing diamonds of light off the water. The temperature is mild and the bugs have yet to arrive for their fleshy feast. I’m in a good frame of mind–no curmugeonly thoughts or clever bon mots at the ready. All is tranquil. point this out as so you’ll know there is no overarching agenda, no negativity anywhere in the vicinity of the words that follow. am lucky to have very broad, if not exceptionally deep, smarts in common and arcane subjects. Astounding, but true. So, a double loss. MORE >>
WONDERFUL BRAIN SCENARIOS ARE MINI DRAMAS…NOT A GLORIFIED Q & A.
| FRIDAY, MAY 18, 2012
Contrary to many articles published lately, scenarios are not written questions with a supposition or proposition followed by questions. They are micro dramas that bring learners onto the screen and compel interaction. Once in, learner needs to work his way out. One my mantras I have consistency followed is that elearning is an analogue to a television drama. Using this core belief, the components that make up a show can be modified to enhance, if not totally structure an online course experience. In many examples of courseware, scenarios are one component of a learning experience. Medium Cost. MORE >>
WONDERFUL BRAIN WITH REGARDS TO mLEARNING: A CASE IN POINT OR UP IN THE AIR
| WEDNESDAY, NOVEMBER 23, 2011
I promised a colleague a week ago I’d share an experience I had producing a mobile learning project for a major airline. So to him, I apologize for this installment being a bit late…think of it as slow 3G, OK? caveat. So many of us are involved in love affairs with the latest technologies sometimes we forget to brake our enthusiasm and learn after too much money and effort that the latest isn’t always the greatest. Case in point is the following true story—a real business event that occurred far back enough that if executed today would be much more powerful because of current technology. Yikes. MORE >>
WONDERFUL BRAIN ACCEPTING THE LAW OF UNINTENDED CONSEQUENCES
| MONDAY, NOVEMBER 7, 2011
An Inability to Take Action Because of Practical Issues is Not Wholly the Cause of Inaction. There are as many reasons for contracts failing to close, as there are flavors of Haagen Dazs. Unfortunately, if you don’t close many deals, you’ll be eating some house brand frozen treat. So a double yecch, right? What brought this to mind was a TED video I viewed last evening. That it failed to work as designed was formative to Gladwell’s point that when aiming to solve one problem one often creates another: the unintended consequences. Now hold that thought for a minute. It’s expected. MORE >>
- FEAR OF BRANDING – 10.1 Reasons to Move On WONDERFUL BRAIN | MONDAY, MARCH 26, 2012
- WHAT I LEARNED AT CHRISTMAS WONDERFUL BRAIN | MONDAY, DECEMBER 19, 2011
- ARTICULATE NON EST REX – 3 REASONS HIGHER ORDER LEARNING IS BEYOND THE MOAT WONDERFUL BRAIN | FRIDAY, OCTOBER 26, 2012
- TITHING FOR TEACHERS: FOR A LEGACY OF EXCELLENCE, A LIFETIME OF TANGIBLE THANKS WONDERFUL BRAIN | MONDAY, MAY 7, 2012
- TAMING INFORMATION OVERLOAD BEFORE IT DEVOURS WONDERFUL BRAIN | TUESDAY, SEPTEMBER 20, 2011
- Baking the Cookies: Hiring Learning Consultants to be Successful WONDERFUL BRAIN | TUESDAY, MAY 17, 2011
- Revolution or Evolution? WONDERFUL BRAIN | WEDNESDAY, APRIL 20, 2011
- Treacherous Business Words Used in Learning Pt2 WONDERFUL BRAIN | TUESDAY, MARCH 29, 2011
- Treacherous Business Words Used in Learning « Wonderful Brain WONDERFUL BRAIN | TUESDAY, MARCH 29, 2011
- Getting Closer to Bond, James Bond « Wonderful Brain WONDERFUL BRAIN | SUNDAY, APRIL 3, 2011
- Getting Close to the Ground WONDERFUL BRAIN | SUNDAY, AUGUST 28, 2011
- The $125,000 Teacher – And Corporate Counterpart WONDERFUL BRAIN | TUESDAY, MARCH 15, 2011
- Instructional Techniques – Quick Takes – 1 WONDERFUL BRAIN | THURSDAY, MARCH 17, 2011
- Instructional Techniques – Quick Takes – 2 WONDERFUL BRAIN | MONDAY, MARCH 21, 2011
- LEADERS ARE TOO FAR UPSTREAM TO EFFECT CHANGE—TALENT MANAGEMENT MUST BE FOCUSED DOWNSTREAM ON MANAGERS WONDERFUL BRAIN | FRIDAY, FEBRUARY 22, 2013
- WHEN YOUR LEARNERS ARE ENGINEERS… BETTER KNOW YOUR AUDIENCE WONDERFUL BRAIN | TUESDAY, OCTOBER 30, 2012
- THE TEACHER-BUILT TEXTBOOK REVOLUTION IS HERE: A GIFT TO PROFESSIONALS OR A POX ON INSTRUCTION WONDERFUL BRAIN | MONDAY, JANUARY 23, 2012
- DELIVERING IN THE 3.0 WORLD WONDERFUL BRAIN | WEDNESDAY, DECEMBER 28, 2011
- Your Inner Critic – Cueing up What You Know WONDERFUL BRAIN | THURSDAY, JANUARY 6, 2011
- Gadgets You Can Get Rid Of – and Pile Up These Outmoded Education Ideas, Too WONDERFUL BRAIN | FRIDAY, MARCH 25, 2011
- A Criteria for (Not) Hiring WONDERFUL BRAIN | SUNDAY, MARCH 6, 2011
- Heroes of Learning Foundation Debut « Wonderful Brain WONDERFUL BRAIN | THURSDAY, FEBRUARY 24, 2011
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