Wonderful Brain
OCTOBER 30, 2012
I don’t believe there is a more difficult group (I don’t mean they’re not nice people mind you) of learners—but whose typology seriously conflicts with story-based instruction than engineers. Naturally, we can characterize any group of homogeneous learners who were drawn to their profession because these traits were naturally occurring.
Wonderful Brain
DECEMBER 18, 2017
And the reason – not to wiggle out of my cliché – is that too often even great instructors after taking learners through material can be satisfied they met their requirements. Consider these elements as the foundation of the methodology: Quality content is meaningful to learners who will need to put it in action.
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Wonderful Brain
FEBRUARY 7, 2014
Initially, we would hope learners, right from the first word or screen, slide or handout, would buy-in and see value; a predisposition that his will be a good experience. Though there are three distinct groups, many learners exhibit the preferences for learning outside the generational ‘norm’. Apparently me.
Wonderful Brain
MARCH 11, 2014
Still too many learners won’t or cannot stay engaged. Neither dynamic media, nor learner engagement exercises, even all the bells and whistles designers build on can always keep the learner riveted. Instead, it’s a mindset and reminder that learners need to be serviced as customers or even as buyers with a choice.
Wonderful Brain
MAY 18, 2012
They are micro dramas that bring learners onto the screen and compel interaction. Once in, learner needs to work his way out. The results are courses that are outwardly pushed at learners rather than trying to entice learners and pull them in to the story. Providing a visualization of a realistic environment is essential.
Wonderful Brain
MAY 25, 2011
Communicate frequently with the group to help them synthesize information. Learners will be guided through the course using all the opportunities brought about by social media for course production and learning involvement must be two sides of the same coin. Communicate, then Synthesize Ideas. Stir the mix to change perspectives.
Wonderful Brain
SEPTEMBER 20, 2011
Where the challenge used to be filling in minimal material driving instructional designers to request more help from SMEs, too much available content is driving us towards a condition of learning pleonasm. Perform cohort studies for each group of learners when the course completes. More is often just…more, not better.
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