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).
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?
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.
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).