A Brief History of Instructional Design
MAY 26, 2015
large number of psychologists and educational researchers were summoned to develop training materials , as well as to apply their knowledge of evaluation to assess trainees’ skills. number of models based on information-processing- approach, were developed across military, academia and organizations. Instructional Design has come a long way. Origins. In 1954, B.F. 2010 and beyond.
Activating Latent Knowledge Capacity
JULY 5, 2014
Historically, society has created knowledge institutions that mirror what is done with information in a particular era – see McNeely & Wolverton. In this line of reasoning, we can best understand the future of education by understanding what is being done with information today. social media, participative technologies, it’s not unreasonable to state that at least a segment of society today recognizes information as multi-authored, participative, distributed, and networked. The knowledge and creative capacity of any class is stunning.
Spaced Retrieval, Retrieval Practice, and Knowledge Guru: What Research Tells Us
MARCH 19, 2014
Knowledge Guru’s game engine is designed to tap into two powerful and empirically supported instructional strategies—Retrieval Practice and Spaced Retrieval. Retrieval Practice requires learners to recall information rather than simply re-read or re-listen to it. ” But using online quizzing in a manner such as Knowledge Guru will reduce mind wandering and increase performance.
Leading in Learning Knowledge Exchange
DECEMBER 9, 2011
The day after arriving home from Berlin, I took part in a two-day knowledge exchange hosted by iventiv and moderated by my colleague Charles Jennings. We played by Chatham House Rules , which state that “participants are free to use the information received but neither the identity nor the affiliation of any of the speakers nor that of any participant may be revealed.”
Microlearning Whitepaper: Small Bites, Big Impact
simply “training” employees to ensuring employees have the knowledge they need to do. knowledge. appropriate knowledge, they are not. in employee knowledge approaches. that we can only absorb four to five pieces of information into short-term memory at any. continuous learning, build up knowledge over time, and produce real behavior. knowledge/skill.
Theories for the digital age: Connectivism
Learning with e's
OCTOBER 26, 2012
Much of this learning is informal, (Commentators such as Cofer (2000), Cross (2006) and Dobbs (2000) place the proportion of informal learning at around 70%) and is also generally location independent. 2006) Informal Learning: Rediscovering the natural pathways that inspire innovation and performance. 2000) Informal Workplace Learning. Cofer, D.
Theories for the digital age: Self regulated learning
Learning with e's
OCTOBER 29, 2012
Informal and self regulated learning are defining characteristics of 21 st Century education. Various commentators suggest that as much as seventy percent of learning occurs outside of formal educational settings (Cofer, 2000; Dobbs, 2000; Cross, 2006). 2000) Informal Workplace Learning. 2000) Simple Moments of Learning. Cofer, D. 10, U.S. Cross, J.
The 8-second attention span; or, I'm fine if goldfish are more patient than millennials
MAY 24, 2016
The report warned us that the average attention span has dropped from 12 to 8 seconds since about the year 2000, and is likely caused by the exponential increase in use of digital media. The report warned us that the average attention span has dropped from 12 to 8 seconds since about the year 2000, and is likely caused by the exponential increase in use of digital media.
Microlearning: What is it? And What Benefits does it Offer?
MAY 18, 2016
With the average attention span in North America dropping from 12 seconds in 2000 to 8 seconds in 2015 , the demand for shorter, more engaging training is higher than ever! Since this method of learning provides small bits of knowledge at a time, it’s best used for delivering information that learners need to retain. Help learners better retain new knowledge.
Workbook: Gamification and Your Enterprise Learning Strategy
The purpose of this guide is to provide you with the information and tools you need to. Game-based learning is the use of a self-contained game - with a defined start and end. – to convey knowledge, skills and abilities. in learning when and where it’s convenient: information is often distributed in shorter bursts. Gamifi cation encourages people to seek knowledge.
9 Effective Instructional Design Tactics
MARCH 26, 2014
Questions, Cues, and Advance Organizers - Use questions and cues to help learners draw upon previous experiences and knowledge to make sense of new information. 2000). Effective online (or offline) instructional design is a critical component to improving learning retention. There are many theories on instructional design best practices. Sources: Marzano, R.J., Marzano, R.J.
Mobile Learning: e-learningnext
AUGUST 6, 2010
Why Mobile Learning The strongest Value Proposition for mobile learning comes from connecting people with ideas, information, and each other—anytime, anywhere! Rapidly decreasing shelf-life of knowledge 4. Information explosion across all spheres and domains 5. Related articles: 8 reasons to focus on informal and social learning (janeknight.typepad.com). It has arrived.
Mini-Lessons – How to Begin
JULY 24, 2015
Drill to the essential essence of your defined outcome – finding the ‘kernel’ of the piece of knowledge is one way to express this focus. Once the expected outcome is clear, then either the knowledge or the learning activities to achieve this can be tackled. Essentially, the knowledge gives the learner the information to provide the answer to the expected outcome.
Abstract of Study Related to Storytelling
DECEMBER 23, 2014
Opening The Knowledge Guru with a story. in determining the likelihood of recalling information. and retention such that audience members retain more information when it is presented in a. to recall information is partially dependent on whether the information is presented in expository. 2000). Abstract. Glonek, K. L., & King, P. E. 2014). 1995).
Informal and Non-formal Workplace Learning 2
The E-Learning Curve
MARCH 24, 2009
Looking specifically at learning in the workplace, Michael Eraut in Non-formal learning, implicit learning and tacit knowledge (2000) makes a clear distinction between his interpretation of the term. The E-learning Curve blog shares thought-provoking commentary and practical knowledge for e-learning professionals. Tags: nonformal learning workplace learning organizational learning non-formal learning Michael Eraut definition of learning organizational development informal learning Find out more.
Social Technology, Community Management & Organizational Development
AUGUST 6, 2015
And this happened around 2000. While I cannot profess that L&D/OD specialists can change the nature of management, I can say that well-informed and skilled professionals from this field can enable an organization to empower its employees and management to acquire those skills that will get them to use the social technologies with greater efficacy. Scary? Published on 06-Aug-2015.
70:20:10 – Above All Else It’s a Change Agent
Performance Learning Productivity
JANUARY 20, 2015
His list included important issues and current areas of focus such as the new and emerging roles for L&D professionals; the value of sharing as a skill for learning and development; the importance of personal learning networks and personal knowledge mastery; and the inverse relationship between experience and the value of formal learning. In other words, ‘informally’. itashare
MOOCs In Workplace Learning – Part 2: Designing a MOOC
JUNE 1, 2015
@ ignatia (Inge de Waard) describes MOOCs thus in her Master’s Thesis: “MOOC is above all referring to a pedagogical model with independent learners, access to information, opportunity to create emerging, spontaneous, yet not directed learning communities, etcetera. It’s a fundamental shift in the ways we interact with data, with knowledge, with people. MSL 3): Across time. CONTENT.
The learner speaks
Clive on Learning
APRIL 16, 2014
Towards Maturity has just published a new study, The Learner Voice , which summarises the views on learning technologies of 2000 employees in the private sector. Above all, this list encourages me towards blended solutions that cross the boundary from formal to informal. massive 84% are willing to use technology to share knowledge to help others learning, which begs the question why we are not seeing more successful examples of this happening in a work context. It will take some time to digest this information and see where it takes us. Now we know.
Feedback welcomed on research questions #heutagogy #MOOC
JUNE 12, 2014
This consideration makes me think that learning moves even more towards informal learning, as only curricula/courses/modules made by the learner her/himself would ever allow formal learning to answer the learner’s need. 2000). In self-determined learning, it is important that learners acquire both competencies and capabilities (Hase & Kenyon, 2000, 2007). 2000).
MOOCs in Workplace Learning - Part 2: Designing a MOOC
JANUARY 25, 2015
@ignatia (Inge de Waard) describes MOOCs thus in her Master’s Thesis, which I have referred to: “MOOC is above all referring to a pedagogical model with independent learners, access to information, opportunity to create emerging, spontaneous, yet not directed learning communities, etcetera. It’s a fundamental shift in the ways we interact with data, with knowledge, with people.
A Lesson Plan for eLearning
Coffee and Design
MAY 29, 2014
Thanks @hjarche for sharing @AnnaMuoio ‘s 2000 @FastCompany article @Cisco ‘s Quick Study: A #LessonPlan for #eLearning [link]. He also shared a link to an article from Fast Company in 2000, Cisco’s Quick Study that discusses using the Web to reinvent training inside the world’s most Internet-centric big company, Cisco. Check it out. Lesson Plan for eLearning.
4 Steps to Becoming a Learner-Centered eLearning Professional
MAY 13, 2014
What do you struggle with when learning new information or mastering a new skill? Jackson, Stratford, Krajcik, & Soloway, 2000; Quintana et al., 2000 further explained that l earner-centered design " considers learning while doing; it supports learners in the ways of using the software and throughout the use of it. Answer these questions: How do you learn best?
Simulations in e-Learning: The power of experiential learning
DECEMBER 10, 2013
Not just in terms of delivering knowledge but the inclusion of the elements of interactivity and motivation for learners. We gather and process information using our senses but it is through ‘doing’ that we actually learn. Source: William Horton, 2000). With evolving technologies, the need for high-end e-learning is also on a continuous rise. They are: One-shot simulations.
A brief history of elearning (infographic)
AUGUST 15, 2013
Then, in the following decade, virtual learning environments began to truly thrive, with people gaining access to a wealth of online information and elearning opportunities. In the 2000′s, businesses began using elearning to train their employees. New and experienced workers alike now had the opportunity to improve upon their industry knowledge base and expand their skill sets.
The Characteristics of the Most Successful Sales Trainers
JUNE 15, 2015
Any training program must be built upon a solid foundation of practical knowledge in order to be effective, but it’s the facilitator delivering that program that’s key in transferring that knowledge to a group of participants. Everyone has experienced the brainy professor that is incapable of relating his knowledge to a classroom full of confused students.
MOOCs: Where We’ve Been, Where We Are, and Where We’re Headed
Your Training Edge
DECEMBER 23, 2013
But, as she notes, the history of MOOCs goes back to 2008, when George Siemens and Stephen Downes offered “Connectivism and Connective Knowledge” online for students at the University of Manitoba as well as for anyone else who was interested. The paying students at the university received credit for the course, and about 2000 additional students participated for free but not for credit.
5 Strategies to Engage the Millennials
MARCH 16, 2016
This generation is also referred to as generation Y – they were born between the early 1980’s to around 2000. Relevance: Millennials are aces at “googling” and discovering information. They do not value a piece of information for its own sake, rather for its relevance to their lives. Price, 2009). Rapport: Millennials strive on personal relationships.
How MOOCs Can Solve Common Training Problems
Your Training Edge
SEPTEMBER 17, 2014
Corporate training is also a huge factor in company success—a 2000 analysis by Laurie J. This can be the result of many different factors—learners might not find the information valuable or relevant, the training might be too advanced or too easy for the audience, or the seminar room simply might be too warm and the instructor’s voice too soothing. Problem 1: Employees aren’t engaged.
Applying The Subsumption Theory In eLearning
NOVEMBER 18, 2015
It centers on the idea that learners can more effectively acquire new knowledge if it is tied to their existing knowledge base, and that only unique information that stands out within the lesson is committed to memory. According to Ausubel’s Subsumption Theory , a learner absorbs new information by tying it to existing concepts and ideas that they have already acquired.
3 Key Concepts That Will Help You Understand Learning in the Digital Age
JUNE 24, 2014
The virtualization of information through computer networking. Heutagogy , a concept developed in 2000 by Stewart Hase, refers to the study of self-determined learning. Embracing heutagogy is especially important in today''s information-rich world. Participants are able to use digital tools to co-construct knowledge and connect with each other. While Education 2.0 2001).
That’s not my style: Learning preferences and instructional design
MARCH 5, 2015
For Cuthbert (2005), a learning style is an individual’s preference for understanding experience and transforming it into knowledge. Zacharis (2011) describes learning styles as the ways in which learners “perceive, process and conceptualise information” (p. Application-Directed (knowledge gained must be useful and applicable to a specific job). 2000). OK, now what?
Attention Spans Are Getting Shorter
APRIL 21, 2015
There’s a lot of information coming at us. It’s more important than ever to learn how to manage all this information. It’s not possible to read everything you run across, so it’s important to learn how to manage information in a meaningful way. Personal Knowledge Management (PKM) is a great way to manage that. The Immovable. Nick Leffler. Is it?)
10 eLearning buzzwords you need to know!
JULY 25, 2013
This is typically done through PowerPoint or narrated videos which are designed to dispense information quickly and conveniently to the students. Microlearning provides the knowledge and skill sets that online education typically offers without overwhelming the learner. Department of Education and Science (2000). Fischer, Gerhard (2000). Tin Can. Social Learning. 2010).
The 70:20:10 Model – Today, Tomorrow & Beyond
FEBRUARY 16, 2014
High value knowledge work requires different capabilities and different mindsets to transactional work, and networked organisations have different needs compared to highly structured organisations. Charles: We now know that people learn more about their work informally than they do formally. So we are seeing increasing interest in social and informal learning. Of course, structured learning approaches can support social and informal, but social and informal learning don’t need structured processes to happen. THE INTERVIEW: 1. Why the 70:20:10 Model?
Instructional Design and Rapid Prototyping: Rising from the Ashes of ADDIE
MAY 7, 2012
It relies on two main assumptions: Quality information: The instructional designer can work on complete information from the Analysis phase, relying on the fact that the instructional context is stable and that there are no unforeseen events. With Rapid Prototyping, the steps are crunched together to reduce the amount of time needed to develop training or a product (Jones & Richey, 2000). Analyzing needs and developing content depends in part upon the knowledge gained by actually building and using the prototype instructional system. In ADDIE is DEAD! Sources.
Learning is Connecting
Learning and Working on the Web
MAY 27, 2014
People today generally agree that the purpose of education is to convey knowledge. But if all the world’s knowledge is instantaneously available online via smartphone or Google Glass, how does that affect what we need to teach in school? Further Resources: [link] (Sept 2000). Cisco’s CEO, John Chambers, was right, but not the way most people understood it at the time.
#MOOC to get staff into online learning @gillysalmon
MARCH 6, 2014
Nice article on latest insights, especially need to develop staff knowledge in learning design here. This model is a work in progress and it started to take shape as early as 2000 (a good amount of reflection has gone into it) and it looks at changing staff''s knowledge to provide strong learning design fitted for future online learning.
Discussing the ASTD Handbook, eLearning, and Published Expertise with Elaine Biech
AUGUST 4, 2014
Some of you may wonder how a printed handbook could possibly compete with the networked knowledge and agile, on-demand content production of the digital world, but in this case I don’t think it’s proper to set it up as a zero-sum competition. JA : Our Blog www.managingelearning.com is focused on information for the eLearning manager. Or at least that’s how I see it.