Integrated Learnings

APRIL 15, 2012

Create post-training activities that have participants create learning plans and involve their managers – I have also been involved in a new hire training program for new 1st level managers in a sales organization. Without ensuring that it aligned with what their direct reports were learning, however, it would fail.

Performance Support 152

Performance Support Support Management Training 152

Integrated Learnings

SEPTEMBER 29, 2011

We know that we should limit training to “must know” information, eliminating the “nice to know” stuff that does not directly impact learners’ ability to perform the objectives. This helps reduce information overload while keeping learners focused on job-related tasks. Expectations. Highlights. The intent is to support, not limit.

eLearning Consultant 141

eLearning Consultant Content eLearning Information Overload 141

Integrated Learnings

JULY 13, 2011

We know that meaningful images provide a memorable and efficient way to learn information. So, over the past year, I've made it an informal personal goal to get better at it. By Shelley A. Yet, in the tradition of building bulleted lists in PowerPoint, text dominates many eLearning courses. a flowchart, labeled image, etc.).

Images 202

Images PowerPoint Webcast Storyboard 202

Integrated Learnings

NOVEMBER 18, 2012

type of character who serves as the narrator, being the voice of presented information and activity feedback. The eLearning lesson conveyed information as though she was teaching it to the learner. The “telling” information in the lesson could be knowledge the homebuyer already possesses and is sharing with the learner.

eLearning 145

eLearning Coaching Lesson Write Blog 145

Integrated Learnings

JANUARY 26, 2010

Our tendency to remember especially well how sequences of information or events start and end is explained by primacy and recency effects. Primacy effect is the tendency to be more likely to remember information from the beginning of a sequence (e.g., the beginning of a course) compared to information later in the sequence.

Cognitive 141

Cognitive Methods Learning Objects Course 141

Integrated Learnings

OCTOBER 26, 2011

Here are a few of his suggestions: Before starting the program, have learners interview one or two others who have successfully completed the program. Have them ask for some ways to get the most out of the program.

Blended Learning 129

Blended Learning eLearning Social Networks Social Media 129

Integrated Learnings

OCTOBER 29, 2010

It helps learners retain newly learned information by building on existing knowledge. It can serve as a brief review of recently learned information that the subsequent content is intended to build upon. Typically, this step is listed after gaining attention and stating the training’s objectives.

Blended Learning 188

Blended Learning eLearning Strategy eLearning Instructional Design 188

Integrated Learnings

SEPTEMBER 30, 2010

So, we have to prioritize the information we receive from them, according to how that information aligns with training and business goals. information. Information that's so obvious and intuitive for them because of their expertise, that they forget that it might not be as obvious to others. Habit 6: Synergize.

Instructional Design 168

Instructional Design Instructional Instruction Effectiveness 168

Integrated Learnings

NOVEMBER 27, 2009

Learning styles have to do with how people perceive and process new information. learning by observation and seeing information. Text, informative images, video demonstrations. Auditory = learning by listening to information or saying information aloud. information with a manager or peer. Branching (i.e.,

Learning Styles 102

Learning Styles Lesson Simulations eLearning 102

Integrated Learnings

JULY 25, 2009

The course should have simply provided a brief introduction and a link to where to find more information on the company's intranet if necessary. The rest is simply information that people need to know at a specific time -- the "what if this happens" scenario. I'm sure that most of you have encountered the same SME.

Analysis 133

Analysis Performance Support Learning Integrate 133

Integrated Learnings

FEBRUARY 24, 2010

As a designer, if I know I can use an audio narration to complement an eLearning lesson, then I can focus on using images to convey information without cluttering slides with a lot of text. So it seems that audio narration would be beneficial for the visual learner too. And what about those tactile learners?

Audio 129

Audio Scanning Learning Styles Simulations 129

Integrated Learnings

JUNE 24, 2010

Inform learners of objectives. Include questions or an activity to engage existing knowledge to which learners can relate new content. 2- Inform learners of objectives. One of the more popular models is Robert Gagne’s nine events of instruction. Here are the events: Gain attention. Stimulate recall. Present content.

Lesson 190

Lesson Instructional Instruction Examples 190

Integrated Learnings

NOVEMBER 18, 2010

If you think you might be able to spare a few hours on what could prove to be an immensely valuable activity, read on. Consider questions like: - How easy was the eLearning course and its activities to use? What evaluation options do you use that are simple, quick, and informative? Take a few minutes to brainstorm.

Evalution 165

Evalution eLearning Instructional Design ADDIE 165

Integrated Learnings

MAY 3, 2010

We should really do these activities whenever we can, but sometimes time constraints make it challenging. If they're informative, they can help create new connections in our brain to retain newly learned information in long-term memory. Iverson makes the point that stories written to educate and entertain are brain-friendly.

Cognitive 126

Cognitive Blended Learning Education Instructional Design 126

Integrated Learnings

JUNE 9, 2010

Examples of questions might include: Was the eLearning course and its activities easy to use? For instance, if you experimented with a branching type of scenario, you might ask a question about the effectiveness and/or appeal of that activity, specifically. Which topics or tasks did learners struggle with?

Blended Learning 157

Blended Learning eLearning Evalution Survey 157

Integrated Learnings

JANUARY 14, 2010

As training professionals, we have the knowledge to make informed decisions about whether to use classroom training, eLearning, or another approach to meet an instructional need. The variety of activities? The ability to interact with peers? This was addressed above. There are a lot of options available in our eLearning toolkits too.

Classroom 117

Classroom eLearning Strategy eLearning Training 117

Integrated Learnings

JANUARY 6, 2010

While the topics on the left give you a general sense of what will be covered in training, the objectives on the right give you specific targets for developing focused presentations, meaningful practice activities, relevant assessments, and straight-forward on-the-job evaluations. How does this enhance accountability?

Performance 112

Performance Compliance Training Simulations Behavior 112

Integrated Learnings

APRIL 13, 2011

Are learners meeting the stated objectives (typically via quizzes , practice activities, skill assessments, etc.)? Even if we need other information sources to help us with the rest. Level 1 : Learner opinions. Did they like the training? Level 2 : Performance during training. Level 3 : Performance on the job. Do you agree?

Kirkpatrick 159

Kirkpatrick Metrics Evalution Performance Support 159

Integrated Learnings

AUGUST 11, 2010

Just be sure to make informed decisions along the way. In other words, lectures become text-heavy slides, while discussion questions and activities are translated into dull knowledge checks. The result? Requests to convert existing instructor-led training (ILT) to eLearning. Conduct an infrastructure and technology analysis.

Blended Learning 170

Blended Learning Convert eLearning Strategy ILT 170

Integrated Learnings

MARCH 30, 2011

Though highly interactive , problem-based eLearning can help maintain engagement, completing these activities usually requires learners to read words that we write. 4-- Never use the passive where you can use the active. Subject matter experts often use department-specific jargon when providing information.

Write Blog 215

Write Blog Content eLearning Attention 215

Integrated Learnings

JULY 26, 2012

Think full-day (even multi-day) workshops crammed with more product information, or sales skills, or whatever, than anyone could possibly absorb in that amount of time. But simply repeating the exact same learning activity several times isn't the way to go. So why do we sometimes design our training to be like cram sessions?

eLearning Strategy 169

eLearning Strategy eLearning Exercise Attention 169

Integrated Learnings

FEBRUARY 28, 2011

Or, these types of accomplishments could feed into a score, with a certain score “unlocking” a different type of activity for learners. Learners answer a question or engage in an activity, and they receive feedback during and/or immediately after. meet an experienced employee and engage in some on-the-job training ). --4--

Blended Learning 222

Blended Learning Brain Games Video 222