FEBRUARY 6, 2012
The conclusion reached by Fleming and Levie (1978) in their work Instructional Message Design: Principles from the Behavioral Sciences which is a listing of over 100 principles that they developed by evaluating research on the topic of designing instruction, is that “in general where the learner reacts to or interacts with the critical stimulus, learning is facilitated, and that facilitation increases with the degree of learner activity or involvement.”. 2001) Three types of interaction. 2000) Designing web-based training. Design1998).
21st Century L&D Skills
Performance Learning Productivity
AUGUST 8, 2010
If we're to believe the experts rather than the man-in the-street, the 21stCentury started on 1st January 2001 rather than on 1st January 2000. This was due to the fact that the role was almost entirely focused on designing, developing and delivering training or learning events in face-to-face workshops and classes. So, what’s changed? Then two things happened.
The 70:20:10 Model – Today, Tomorrow & Beyond
FEBRUARY 16, 2014
Performance support – providing support to workers at the point-of-need – is becoming more common, too, although most learning professionals have little experience in designing performance support solutions. It simply provides guidance to address performance issues with a full suite of approaches that go beyond the traditional structured model of design, develop and deliver content-rich, experience-poor training and development events. 7. They were designed to administer formal learning in the form of courses and classes. THE INTERVIEW: 1. Why the 70:20:10 Model?
Making Sense of Learning
JANUARY 3, 2007
In discussing Driscoll’s (2000) definition of learning Siemens (2005) states that learning as viewed by the three main theories results in a “ lasting changed state (emotional, mental, physiological (i.e. Constructivism suggests that learners create knowledge as they attempt to understand their experiences (Driscoll 2000 in Siemens (2005) ) Further to the points above: • The essence of behaviorism can be captured in three assumptions about learning: o Observable behavior is more important than understanding internal activities. So what are you doing when you are learning?
Multi-Generational Learning in the Workplace
FEBRUARY 26, 2009
Designing instruction based on a person’s age is not grounded in solid research. but don’t design instruction to it). Neomillennial User Experience Design Strategies: Utilizing social networking media to support “always on” learning styles. J. Do Generational Differences Matter in Instructional Design? Department of Educational Psychology and Instructional Technology (EPIT). 2000). Do Generational Differences Matter in Instructional Design? Department of Educational Psychology and Instructional Technology (EPIT).
Blog Book Tour: Social Media for Trainers
Big Dog, Little Dog
SEPTEMBER 20, 2010
Social media can provide a virtual bridge by acting as the common learning environment (see Instructional Design — Social Learning and Social Media ). In addition, we can bounce ideas off of them and are often a neutral source of information, which may help or speed several forms of instrumental learning (Conte, Paolucci, 2001). 2000). 2001). References.
Jay Cross's Informal Learning
FEBRUARY 17, 2009
Conferences have traditionally provided foundation knowledge for instructional designers, trainers, CLOs, and others in the field. I’ve learned a whale of a lot from these events over the last twenty years. Note : The vintage photos in this post are from training conferences circa 2000. Response 40 Non relevant discussion topics, clear attendee instructions.