Wonderful Brain
FEBRUARY 7, 2014
When we last visited this topic about a week back I promised to create a visual—a chart of sorts—to encourage learning and instructional designers to consider how generational bias in training delivery. Each has specific preferences for general communication and they carry over in training as well. A Quick Review.
Wonderful Brain
MARCH 27, 2014
The best and greatest courseware, the most inventive and exciting depends on a designer who can sculpt content into a story, then work with an interactive and/or graphic designer to sharpen the user experience across multiple platforms finally passing the work to a developer to program—as designed—for implementation.
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Wonderful Brain
MARCH 15, 2011
The Charter School – TEP, The Equity Project – makes the case that paying teachers a substantial salary, somewhat on par with (my words here) what a high level Instructional Designer or Learning & Development leader earns, will improve student test results. Or what we would call improved performance and employee effectiveness.
Wonderful Brain
JANUARY 23, 2014
During an interview about a week back I asked the project manager about the audience for which the training courseware would be designed. She added, by the way, some of them ‘don’t play well with others’ or didn’t want to take the training…and were clearly hostile. Looking around I did find an article where this conundrum was voiced.
Wonderful Brain
DECEMBER 8, 2011
For the most part, game playing aims at developing recall. Let’s do a great job of developing compelling elearning and leave the Gamification on the shelf where it belongs. I’m not against jargon in general; shortcuts are good if they are pithy and have substance. Not so ‘gamification.’
Wonderful Brain
NOVEMBER 3, 2016
I saw few instances where any modifications to training accommodated the ways in which young employees would spark to, tolerate, let alone benefit from anything being taught unless it was compulsory. And of course, pushing training down to a M will just shut down their attention.
Wonderful Brain
OCTOBER 30, 2012
Regardless, given these traits engineers (it’s no stretch to hypothesize) prefer training or education delivered in a very practical way. Concrete examples presented with no ambiguity; delete anything not directly aligned to training objectives. No wonder their ability to fill seats in the training facility was regularly less than 30%.
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