Closing the Learning-Acquisition Gap with Informal Learning
FEBRUARY 24, 2016
Let’s take a look at a quick example. We get trained to do something, perform a task to maximize our rewards, then reap the benefits. We aren’t pigeons and we can learn to do things in more way than one. We’re already struggling to close a widening skills gap and can’t have our people lose faith. They just may not know that they are the key to solving this problem.
Doing and knowing
Learning with e's
MAY 15, 2014
This is a follow on post from my recent Knowing and Doing blog post. Today, I was doing some personal research related to a book I have been reading. found Saipan in seconds, releasing me to do other research on the island, using the links Google supplied. 2007) The University of Google: Education in a (Post) Information Age. have a map of the world on my wall.
On open badges and informal assessment
JULY 23, 2013
Although developing informal badges are one of the key debates in MOOCs and online learning in general today, not all institutes belief it to be worth investing. My first encounter with informal badges was through discussion forums where the more reputed, helpful participants got several stars next to their name, indicating their answers were worth reading. quite exciting!
Bridge the eLearning Gap with Effective Feedback
JUNE 4, 2015
Here are a few tips to help you fill in learning gaps and maximize learning transfer by writing effective feedback for your elearning courses. The feedback students need depends on your course content, the level and type of information you are providing, the existing knowledge of your students, the learning objectives of your course, and so forth. It’s time to swap ready-made feedback (“yes,” “no,” “that’s correct,” “that’s incorrect”) with directed, context-based, useful information. Adding a tidbit of information (for example “Great job. Careful.”
4 Ways to Close the Learning-Doing Gap for Front-Line Managers [GUIDE]
LEARNING-DOING GAP FOR. struggle to do this well for is front-line. learning-doing gap. We puzzled over the learning-doing gap and this led us to define a. hope is relevant in many other situations where there’s a learning- doing gap). in the seat, driving performance gaps and employee. But there is a way to close this gap.
How e-learning can close employee knowledge gaps
APRIL 28, 2016
A recent McKinsey study shines a spotlight on the serious gap between the knowledge employees need to do their jobs and the knowledge they exist with from educational institutions in the United States. That is a huge split, and more and more human resources departments are turning to e-learning to help close that gap. Be innovative. Benifits Of Online Learning eLearning
The Biggest Myth in Building a Learning Culture
SEPTEMBER 12, 2014
There are a lot of people out there making A LOT of money informing organizations that unless they address the “Millennial” population they will soon be at a tipping point of talent drain. I don’t begrudge people who sincerely believe that addressing a subset of the working population will lead to organizational success, I’m sure they mean well. ” . Seriously.
Create a Corporate Training Program that Sticks: Part 2 – Know Your Audience
JANUARY 14, 2015
If you’ve already caught up with last week’s post , you should be able to get to the root of your training request, and identify a gap that your training program will fill. We were supposed to be learning about machines, but most of the examples were based in agriculture. When the instructor said, “you know how when your tractor…” I had no idea what he was talking about.
Cammy Beans Learning Visions: Describing What You Do: Instructional Design
MAY 6, 2009
Wednesday, May 06, 2009 Describing What You Do: Instructional Design Youre at a playground and you start talking to the mom sitting on the bench next to you. Eventually, she asks you what you do for work. What do you say? This was me yesterday: Playground Mom: So, what do you do? Ellen Wagner says, " I Ds help transform intangible information assets into things of great business or epistemological value." Thats a great description, but it still doesnt help me tell the woman on the playground what it is that I do. How do you explain yourself?
Writing & Grammar: Do You Get Mails?
I Came, I Saw, I Learned
FEBRUARY 13, 2015
For example, I really detest when people say (and mispronounce) INvite to mean invitation. " However, after checking some online dictionaries I see that invite is now listed as an informal word for invitation. " Incorrect: "I recommend they do not enter the competition." If you know this one, please help us out by filling in the gaps. I'm sure there are more peeves out there, free to add them as comments below. Postal service, I get mail. Right, Geri! Have you heard this one? she asks.
A How to Guide on the Principles of the #elearningmanifesto: # 2 Do Not Assume that eLearning is the Answer
Challenge to Learn
APRIL 7, 2014
This is about Principle #2: “Do not assume eLearning is the Answer”. Wikipedia says: “E-learning is the use of electronic media and information and communication technologies.” In this definition eLearning can be either formal or informal. In order to do this we need a better understanding of the context and the type of learning you want to apply. General indications.
Social, Informal Learning Can Be ?Measured
JANUARY 29, 2014
Key performance indicators for social and informal learning identify knowledge hubs and lead to better results. Where the changes show up is in the data points companies analyze in conjunction with social and informal learning. “Do learners like the tool? KPIs for social and informal learning should examine: • How many people use the system. people contribute.
Evaluating Training - Capturing the Benefits Aspects of ROI
short term priorities always seem to take precedence, it is typically something we plan to do better in. event are important and the happy sheets do serve a purpose, but will they really provide enough hard. data for informed decision making when greater investment in training is needed, budgets are cut, competition for resources is fierce, and times get tough? But because.
A framework for content curation
JUNE 17, 2015
Sure, they may be thoughtfully filtered and informatively annotated, but a hotchpotch is a hotchpotch. should know: I’ve used them as a student, I’ve seen my peers create them, and I’ve created them myself. It’s worth remembering that education is not the provision of information; it is sense making. Show me and I remember. Involve me and I understand.”
How Do You Get Leaders to Change?
OCTOBER 2, 2012
For example: “I will give people time to present their ideas before interrupting with my own.” Once the goal for the change is clear, the person must receive some sort of learning support or instruction on how to do the new behavior. Most leaders will agree that they often do not get the kind of attention they need to initiate substantial change. “When a gap has been identified, we expect them to be able to make the shifts on their own. “They need to know how it will help today, right now,” Grimshaw said. Change is hard.
The dawn of a new generation
JULY 22, 2014
What should Ron do? It’s important for the organisation to cover off its “must know” knowledge and skills, and formal training can be a quick and efficient way of doing that. know from first-hand experience that there is a lot for contact centre staff to take in, and they can’t possibly be expected to remember it all. Or is it just a pipe dream?
Building Informal Learning Habits
FEBRUARY 20, 2013
Short but disciplined upfront planning can help employees identify opportunities for informal skill development throughout their normal work day. “There’s no substitute for experience” is a common adage for those who have learned by doing during a long career. Well-designed learning can help close an experience gap, but the expression still holds truth.
Managers: How To Know When You Need to Add Training
JANUARY 27, 2011
high-stress work environment where (because everyone is always new) no one knows what they’re doing and customers receive poor service. Recognize what training CAN’T do. When a severely wounded patient arrives at the Emergency Room do the doctors all stand around debating the cause of the injury? Of course not. How do you determine if training is needed?
New research explores the common myths and realities around the 70:20:10 learning model
through informal channels, on-the-job experience. and mentorships than they do through more. that’s powered by social and informal learning. Companies should couple social and informal. you do with it that counts. For example, organisations. 70:20:10 doing differently? they are doing differently to achieve those results. than those who do not.
How Do You Create eLearning Content? In-House vs. Third-Party
APRIL 23, 2015
Do you sell or create courses and/or training online? If yes, then chances are you are using a learning management system (LMS) to do so. Do you create the courses and training on your own or do you look for a third-party source? Using a combination of in-house and third-party is also the most effective way for employees to retain information. For example, in-house content gives you creative control and editing ability – and third-party can be less costly and available immediately. The post How Do You Create eLearning Content? Commentary.
mLearning Thoughts: 3 Mobile Learning Examples You Might Have Missed
MAY 1, 2012
If you are reading this, you already know mobile learning is a hot topic. You also know that incorporating social media into mobile learning is even more of a buzz term. But how do you know what is actually practical, and what are some examples of how mobile learning is already being used? How will they need that information delivered to them?
March’s #LCBQ- Assessing Informal Learning – Are you an accountant or financial adviser?
Spark Your Interest
MARCH 8, 2011
How do you assess whether your informal learning, social learning, continuous learning, performance support initiatives have the desired impact or achieve the desired results? change the balance of formal vs. informal in our organizations? Just Plain Learning Measuring Learning Effectiveness Dan Pontefract Informal Learning Jay Crossaffect change in our industry?
Increasing your ROI with Video Learning
Your Training Edge
FEBRUARY 10, 2016
How do you see and define the term success being a training manager? But do you know there is a universal goal for the success? Applying visual learning to enhance a company’s values, mission, products and operations is usually found to have a great influence on information retention . Video lets your learners to see how to do particular things.
Microlearning Whitepaper: Small Bites, Big Impact
simply “training” employees to ensuring employees have the knowledge they need to do. that we can only absorb four to five pieces of information into short-term memory at any. access small bites of information at a moment’s notice, so they can pull knowledge at the. chunked microlearning content lets employees search for information and have it at their. About Axonify.14
A Training Professional Seeks a Yoga Practice
FEBRUARY 25, 2014
For example, see gamifying, systematizing, and disambiguating.) tried to put it out of mind, but remained aware that I was doing nothing except stretching and relaxing in the middle of a Wednesday morning. sampling: “No, not quite.” After each test item pose, Andalusa coached me on how I could improve what I was doing, and then urged me to practice often.
mLearning Thoughts: 3 Mobile Learning Examples You Might Have Missed
MAY 1, 2012
If you are reading this, you already know mobile learning is a hot topic. You also know that incorporating social media into mobile learning is even more of a buzz term. But how do you know what is actually practical, and what are some examples of how mobile learning is already being used? We now know that video and eLearning are viable and useful, but not the be all, end all. How will they need that information delivered to them? Need some examples of how mobile learning is already being used? They offer vastly different experiences.
Managing information and knowledge
Learning and Working on the Web
MARCH 25, 2011
“Y our brain is most intelligent when you don’t instruct it on what to do ” ~ Nassim Nicholas Taleb – via @KareAnderson. adriarichards: “ You do a disservice to entire STEM [science, technology, engineering, mathematics] community when you don’t think about bridging the gap between your knowledge and a layperson’s experience. . — Can there really be Too Much Information? Information rules all of our lives. Yet all this information can be overwhelming and difficult to use effectively. QUOTES. via @jrobes.
Simulations in Application Training: Is it a Good Idea?
APRIL 22, 2015
By the time they are available, the learners are already expected to know their way around the application, which reveals a startling gap in learning. From our experiences, here is an example of how it can be done: For a large chain of hotels, we created a simulation-based training module, which trains its employees on the working of a website used for buying supplies online.
Move Beyond Learning to Applying: A Modern Management Development Program
change and innovation, executives see huge gaps. So how can we do better? Living up to the Promise of eLearning: CLOSING THE LEARNING-DOING GAP A FAILED PROMISE 2 kineo.com email@example.com 312-846-6656 OUTCOMES VS CONTENT Part of the problem might be that we’ve. Development experts know, however, that. just on learning but on learning and doing. Right?
When should you use Informal Learning?
APRIL 27, 2009
In his webinar titled ‘Learning isn’t what you thought it was’, Jay Cross made a strong case for informal learning. While there doesn’t seem to be any doubt about its popularity in the learning domain, the webinar set me thinking about the possible pros and cons of informal learning. What I understand from this is that informal learning mirrors this process in two ways.
Sahana Chattopadhyay – Crystal Balling with Learnnovators
AUGUST 19, 2015
This includes areas of her expertise from the effectiveness of MOOCs in corporate learning to informal learning, collaboration, community management and organizational culture. How successful do you think you have been in transforming your clients’ workplaces (including your present organization) to learning organizations? What makes you passionate about what you are doing?
E-Learning = Innovation = Science
JUNE 10, 2014
know you have. While a lot of talk is bandied around about e-learning, it’s evident that relatively few of us are actually doing it. To help bridge the gap, I was honoured to moderate a panel session at last month’s AITD National Conference. I was even more honoured to share the stage with Helen Blunden , Matthew Guyan , Anne Bartlett-Bragg and Simon Crook.
Cammy Beans Learning Visions: Brent Schlenker: Marketers and Game Developers Know More About Learning Than We Do!
SEPTEMBER 22, 2009
Tuesday, September 22, 2009 Brent Schlenker: Marketers and Game Developers Know More About Learning Than We Do! Live session with Brent Schlenker: Marketers and Game Developers Know More About Learning Than We Do! How do we use new and emerging technologies in the learning space? Point of today’s conversation: talking training, design and development if a marketing person were doing it. What cool things are other areas doing that we can leverage to make us better designers and developers? What are they doing that’s different?
Viva la evolution
FEBRUARY 15, 2011
To me it’s a total waste of time reposting the information that already exists somewhere on the intranet in a pdf. It seems that if we just point people in the right direction for the information we can’t be sure they’ve read it. An example I use is the mandatory fire safety course. Last week, Laura Layton-James stumbled upon my post Online courses must die! Thanks Laura!
Instructional Problem: What would I do in this situation?
Designed for Learning
FEBRUARY 28, 2015
The question was ''What would you do in this situation? Infact, this situation correctly defines the problem being faced by many reflective instructional designers, educated clients and smart learners. I don’t know the complete situation and by no means do I claim to be the expert here. So, here are some of things that I would do in such a situation: Analyse: Spend some time doing analysis before jumping into ''fixing'' the course. Be sure that the ''course'' is the right way to close the learning gap. To read about the situation, click here.
Learning Is Not a Hat: One Size Does Not Fit All!
MAY 5, 2016
Without her influence, I certainly would have gone astray – who knows where I would have wound up. For example, each time I am presented with information that interests me, I become immersed in the topic, and I work feverishly to review the content (be it articles, books, videos, games, etc.). which is sometimes referred to as WIIFM. Source: Bersin by Deloitte. today.
Creating Your First Association eLearning Course
JANUARY 28, 2013
What is the Skills Gap? Nothing kills engagement quicker than a course that isn’t focused on what the learner really needs to know. Setting clear pre-requisites can help you start out with a better understanding of what the learner already knows. Another way to fine-tune your learning is to perform what’s called a Skills Gap Analysis. Do they REALLY need to know that?
Creative Instructional Design: 9 Examples Of Learning Strategies You Can Use And A Free Gift For Instructional Designers!
JANUARY 5, 2016
The eBook has been designed as a job-aid to Instructional Designers and helps them bridge the gap between theory and application. Examples Of Creative Instructional Design Learning Strategies You Can Use: Plus A Free Gift For Instructional Designers! We wrapped up the session with an example of a micro learning course featuring a gamified activity. Micro learning.
Designing Learning Like Professionals
AUGUST 12, 2015
For instance, there’re sound cognitive reasons why information dump and knowledge test won’t lead to learning. Information that’s not applied doesn’t stick, and application that’s not sufficient doesn’t stick. And it won’t transfer well if you don’t have appropriate contexts across examples and practice. What we do have are robust theories about learning that pretty comprehensively integrate the empirical data. There are gaps where have to use our best inferences based upon models to fill in. The list goes on.
The Changing Nature of Workplace Learning
NOVEMBER 1, 2014
So far, the role of L&D has been to identity existing skill gaps, design training programs to bridge the gaps, and get supervisors or the individuals concerned to nominate themselves for the training, attend the "requisite" training and get back to work and be efficient. We know how obsolete and redundant that matrix is in today''s context. And other similar questions.
The Changing Nature of Workplace Learning
MAY 4, 2015
So far, the role of L&D has been to identity existing skill gaps, design training programs to bridge the gaps, and get supervisors or the individuals concerned to nominate themselves for the training, attend the “requisite” training and get back to work and be efficient. We know how obsolete and redundant that matrix is in today’s context.
Create a Corporate Training Program that Sticks: Part 1 – Defining Your Problem
JANUARY 7, 2015
How do we deliver the training? In this example, we have no goal or reason to create a training program for colleagues in customer service… Yet. We don’t even know what issue resulted in you being asked to create a training program, or if there’s even an issue to begin with. We simply don’t have enough information. What’s the gap between the person and success?
Anticipating Risk in Online Learning
MAY 21, 2015
You know what a source of non-dues revenue this can be, and you know how popular eLearning has become in the association space. Do you know how to overcome the challenges that come with implementing such an initiative? In other words, do members need to keep up with the Joneses professionally? Maybe the learner simply can’t retain the information as presented.
How to Create Successful Training
MARCH 24, 2015
After some conversation, it turns out that the courses were mostly information-based courses. They’re mostly information that needs to be shared for one reason or another. That’s why I usually sort courses into one of two buckets: information or performance. Another consideration is the before and after gap. Why is there a gap? That’s good. Updated!
Analysis Questions for Learning Design
Twitterpated with Learning
JANUARY 30, 2014
Explore existing tools and resources, and identify the gaps between what these resources already provide and what is needed for success. Begin to dig into behavior: what should people be doing, why aren’t they doing it, and what are they doing instead? Where do they work? What do they worry about? What do they like most about their jobs? What do they like least about their jobs? In the future, a year or two years after we launch this course, how will you know it’s been a success? Why aren’t they already doing this? Resources.
Let’s face it, compliance is not the same as learning
Clive on Learning
APRIL 29, 2015
There was no clear indication of what was really important to remember and what was nice to know. There was far more information than any human being could possibly hope to absorb; much of this would have been better presented as auxiliary reading materials. What must (note the emphasis) employees know if they are to do these things? question, you scored nothing.