Integrated Learnings

MAY 16, 2010

If you've developed a learning program for software, at some point or another you've likely had to develop training before the software itself was even ready. Think about that - training only on what is necessary. Really this applies not only to Agile, but also to any significant training project.) How about you?

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Integrated Learnings

JANUARY 14, 2010

I recently came across a discussion on LinkedIn that debated whether classroom (instructor-led) training is more credible than eLearning. 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.

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Classroom eLearning Strategy eLearning Training 117

Integrated Learnings

JULY 31, 2013

Here''s an example of where training often fails the 80/20 rule. You are expected to train on the application. The vendor provides training content and you are to convert it to training. Do you know where that content comes from? Next the training is produced. That''s still not identified.

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Instructional Design vendor Software Analysis 167

Integrated Learnings

SEPTEMBER 13, 2012

Ask the client what learners must be able to DO after completing the training. Even if the situation doesn’t allow you to conduct a gap and cause analysis to validate the training need , asking this question helps ensure that the training has the potential to influence behavior. to the content. to the content.

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Slides eLearning Strategy eLearning PowerPoint 213

Integrated Learnings

APRIL 14, 2013

can help emotionally engage learners with the content, creating a motivational and memorable learning experience. I recently reviewed training a colleague created on a security-related topic. The training opened with a short story about a thief. Provide testimonials that boost the content’s credibility.

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Learner eLearning Lesson Coaching 183

Integrated Learnings

OCTOBER 29, 2010

It can serve as a brief review of recently learned information that the subsequent content is intended to build upon. For example, when starting training related to customer service skills, you might ask learners to recall their own experiences of receiving good and/or bad service and identify the characteristics of those experiences. --2--

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Blended Learning eLearning Strategy eLearning Instructional Design 188

Integrated Learnings

AUGUST 20, 2014

Think about all the material that some lessons place before the actual content: title slide, copyright and/or confidentiality statements, navigation instructions, learning objectives, etc. Next time you create an eLearning lesson, consider placing meaningful content immediately after (or maybe even before) the title slide.

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Lesson Confidentiality Learning Objects eLearning 152

Integrated Learnings

AUGUST 6, 2013

A really simple approach I’ve seen is to simply end an eLearning lesson with a slide that restates some of the critical information from the training, perhaps with blanks learners must fill in to prompt them to recall (and further process) that knowledge themselves. A fill-in-the-blank slide. Confidence check. Social accountability.

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Cognitive Wiki Theory Slides 123

Integrated Learnings

JUNE 24, 2010

You’ve analyzed your content and audience, and you have a clear understanding of what learners need to be able to do by the end of the lesson. State training objectives or goals to communicate expectations. Include questions or an activity to engage existing knowledge to which learners can relate new content. Present content.

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Lesson Instructional Instruction Examples 190

Integrated Learnings

JANUARY 29, 2015

While this type of content can be appropriate to include, training must translate cultural philosophies and/or frameworks into day-to-day behaviors and workplace expectations. Neglecting to facilitate this translation for learners can leave the content feeling too abstract to act upon. Paint a picture of “tomorrow’s” workplace.

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Culture Change eLearning Module 100

Integrated Learnings

JUNE 17, 2012

It avoids duplicating content. If all the details of a process flow (or something similar) are already written out in a job aid, why repeat all of that content in an eLearning lesson? After all, if something changes, duplicate content means more material to update. It potentially shortens training time. Any drawbacks?

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Job Teach Learner Performance Support 147

Integrated Learnings

JUNE 14, 2010

Don't just trot out your content and go home. Observe the training audience in action. Knowing your audience impacts so many pieces of a learning initiative--the content itself, the format, the delivery mechanism, what might grab the learners' attention and what might not. Does your audience have time for training?

Instructional Design 157

Instructional Design Instructional Instruction Design 157

Integrated Learnings

MAY 16, 2011

One thing that struck me was how often Masie recommended that just-in-time electronic performance support would often meet an organization's needs instead of traditional training. This ties in with thoughts lately that a good bit of online training might better be presented as electronic performance support organized in context.

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Performance Support Masie Support Lectora 212

Integrated Learnings

DECEMBER 28, 2009

Many organizations are converting pieces of their classroom training into eLearning modules. this delivery method might not be optimal for all of your training needs. Is the content procedural and/or straight-forward? Does the content involve interpersonal skills? can rarely be fully developed in an eLearning environment.

Blended Learning 126

Blended Learning eLearning Consultant eLearning Write Blog 126

Integrated Learnings

JANUARY 11, 2012

At one point, the training project team discussed how to include Gagne’s nine events of instruction in each game, or whether it was even necessary to do so. 4-- Present content. You might offer relevant content (e.g., I recently joined a project that involves designing a series of eLearning games to teach sales skills.

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Games eLearning Instructional Instruction 148

Integrated Learnings

JULY 25, 2009

The first is to highlight again how important it is to understand what content really needs to make its way into an eLearning course and what is just extra "nice to know." The second purpose is to ask ourselves what should become of that "nice to know" content. Not surprisingly, only two of the five needs call for training development.

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Analysis Performance Support Learning Integrate 133

Integrated Learnings

DECEMBER 18, 2014

Do you start with certain types of content? Therefore, I should test those behaviors in a way that’s consistent with how learners practiced them in training. Write content that goes between the activities (e.g., How do you approach an individual lesson? And, at what point do you write assessment questions (when applicable)?

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Lesson Write Blog Simulations eLearning 143

Integrated Learnings

DECEMBER 21, 2009

Content authors can take advantage of many of YouTube's features to easily upload video content, organize it, and distribute it. Of course, not all content may be suitable for public display so you will want to consider the privacy needs of your content before doing so. 1) YouTube takes your training to the Web.

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YouTube Mashups Benefits Lectora 121

Integrated Learnings

MAY 18, 2011

Just because there is a device available that can support this method of training delivery, does that mean that the learner is a good candidate for this type of learning? A sales force that travels and has the tools to receive the training “on the go” are great candidates for mLearning.

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Firewalls Association Learning Management System eLearning Guild Sales 172

Integrated Learnings

JANUARY 26, 2010

Think back to the last time you were in training, whether it was online or in the classroom. To put it simply, we need to make the bookends of a course as meaningful and content-oriented as possible. Instead, the course should start with a clever attention-getter that previews some of the key content. By Shelley A.

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Cognitive Methods Learning Objects Course 141

Integrated Learnings

APRIL 6, 2010

present content in context, and increase learning retention. A while back, I designed training for a new product after it went through a year of testing. The training included a story about a customer whose life was improved by the product. The training included a story about a customer whose life was improved by the product.

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eLearning Consultant eLearning Instructional Design Write Blog 203

Integrated Learnings

JANUARY 26, 2011

But are you applying the model to design active training? This would be consistent with what we often experience in training – lots of presentation followed by bursts of activity. It also establishes the relevance of the eLearning lesson’s content without having to explicitly state it. (2) 4) Present Content.

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Instructional Instruction Simulations Attention 183

Integrated Learnings

OCTOBER 19, 2011

These days, more and more organizations are pushing eLearning content onto devices with touch screen interfaces such as smart phones and tablets. However, in the rush to create mLearning that “runs on the iPad,” it’s important not to forget we’re no longer creating training for a mouse and cursor environment.

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Design iPad Write Blog Social Networks 175

Integrated Learnings

OCTOBER 25, 2010

Instead, they suggested that the proper application of sound instructional design principles would ensure that all age groups received appropriate training. To consider this from another angle, we know that we should sequence instruction to build from simple to complex content.

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Compliance Training eLearning Instructional Design Learning Styles 148

Integrated Learnings

DECEMBER 29, 2010

Rethink Refresher Training suggests that we take time to analyze the cause of performance gaps. As organizations continually move toward adopting eLearning and even converting instructor-led training to eLearning, the following articles offer us guidance: Don’t Convert! A = Analysis (analyze the problem/opportunity and its causes).

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Instructional Design ADDIE Blended Learning Jive 194

Integrated Learnings

APRIL 20, 2011

For instance, I’ve seen many systems training modules that list steps in a system-driven procedure and offer tips for completing the procedure correctly. We know that reviewing content and repeating important points helps solidify information in memory. The slides are simply a blank canvas – we make them interesting or boring.

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Write Blog eLearning Simulations Slides 225

Integrated Learnings

JUNE 1, 2011

Below I’ve listed some of the advice from Ditkoff’s post, followed by my training translations. So how can we create this effect for learners in training? How do we create a compelling and fascinating vision that inspires learners to actively pursue knowledge throughout training? Follow your fascination.

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Innovation Design eLearning Instant Messaging 148

Integrated Learnings

JULY 27, 2010

. --1-- Present a problem : Employ a problem-centered approach to instruction by presenting learners with a problem that the training will help them solve (and then prompt them to incrementally solve pieces of the problem, leading up to a learner-built resolution). --2-- inspire them to care about what they’re learning). . --3--

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Attention Blended Learning eLearning Music 183

Integrated Learnings

JULY 6, 2011

With the recent rise in mLearning training content for mobile devices and tablets and Apple's refusal to support Flash, publishing to Flash has its drawbacks. In short, Snap-published content won't run on the iPhone or iPad. Snap is clearly intended for start-to-finish linear navigation. Work in Progress?

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Lectora Trivantis Flash PowerPoint 202

Integrated Learnings

AUGUST 3, 2011

Additionally, it lets learners know that even though their first attempt was unsuccessful, they’ll have an opportunity to be successful before the training ends (an important part of helping learners feel satisfied with the training experience, as outlined in the ARCS model of learner motivation).

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Coaching eLearning Strategy eLearning Simulations 194

Integrated Learnings

SEPTEMBER 7, 2011

In instructor-led training , post-activity debriefing discussions seem to occur naturally. Many eLearning lessons follow an activity with a few knowledge check questions that quiz learners on content; however, they lack questions that debrief an experience by prompting reflection. By Shelley A.

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eLearning Lesson Alternatives Instructional Design 141

Integrated Learnings

JULY 15, 2010

A post from a couple weeks ago explained that there are instructional design models that offer formulas for assembling training in a way that captures learners’ attention, conveys content, and provides learners with an opportunity to practice and receive feedback on new skills. By Shelley A. So why present both models?

Lesson 185

Lesson Examples eLearning Instructional Design 185

Integrated Learnings

JANUARY 18, 2012

Highly interactive eLearning lessons that present relevant content in realistic contexts tend to be well received and effective. Align distracters to cautions stated during training. If the training directed learners not to do certain things, write distracters that emulate those undesired behaviors. It’s like eLearning.

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Write Blog Simulations Lesson Sound 164

Integrated Learnings

MAY 3, 2010

When you write content for eLearning, do you think of it as technical communication? As long as they have the content that must be trained, they can produce technical writing to support that content with relative ease. By Shelley A Gable. Creative writing? Something else entirely? Another consideration is time.

Cognitive 126

Cognitive Blended Learning Education Instructional Design 126

Integrated Learnings

JUNE 1, 2010

In this post, we'll look at using the learner’s name in your course content. Including the learner’s name in your Lectora course can take many forms, such as 'Welcome to computer skills training, John.'. The Action would be On Show (meaning when the page is first displayed), Change Contents. Add an action to the Page itself.

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Lectora Course LMS AICC 123

Integrated Learnings

JUNE 27, 2012

After feeling satisfied with some initial tinkering, I went back and read the earlier content on technique. When you draft training materials, do they read more like a traditional textbook or a casual blog post ? Creating this type of flexibility can help initially gain attention and then maintain engagement of a variety of learners.

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Case Study Effectiveness eLearning Instructional 171

Integrated Learnings

OCTOBER 8, 2009

I'm developing self-paced training for my organization. There is a train moving very fast called social media that I am working very hard to master. Online training is constantly changing and some would say changing dramatically in the last couple of years. This video "found me" through the LinkedIn social network.

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Social Media Social Networks Media Social 102