From the Coleface

JUNE 15, 2016

How much learner time is needed? Implicit in the Cynefin framework is that as the classification moves from Obvious to Disorder it usually takes more time for a learner to learn. Please note that this table is designed in the spirit that there will be plenty of exceptions to the rule!

Help 100

Help Simulations Forum vendor 100

From the Coleface

JULY 30, 2015

In corporate L&D, someone identifies learning needs shared by a segment of their audience and commissions learning accordingly i.e. they buy learning on behalf of the learners. Are you targeting the buyer or the learners? As there is so much free learning content on internet (e.g.

Companies 100

Companies Content Online Portfolio 100

From the Coleface

NOVEMBER 21, 2016

If you can state “By the end of this course/e-learning/other, a learner will be able to X”, you have a focus for your design and a means for reviewers to check that the learning journey will get to its intended destination. In synchronous learning there is opportunity for learners to ask questions in the moment. Observable.

Learning Objects 0

Learning Objects Learning Objectives Cognitive Asynchronous 0

From the Coleface

OCTOBER 15, 2012

As Bill Miller’s earlier session had covered learner’s emotional states and readiness to learn, it was easy to make the point that audio used well can connect emotionally with learners in a way that screen text can’t reach. Be clear about how you think audio will enhance the learners’ experience. Use short clips.

Audio 100

Audio Tips Voiceover Summary 100

From the Coleface

MAY 31, 2017

This would be backed up by ring-fencing time on courses for junior staff to introduce and get learners to start using the product. For the launch to leaders and managers, I and L&D colleagues travelled around different offices delivering workshops to sell the benefits of self-managed learning.

Management 100

Management Adoption Adopt Learning 100

From the Coleface

AUGUST 2, 2012

Also learners may well be accessing the learning in situation where they might get interrupted e.g. the train arrives or the boarding call for the plane goes out. If you want learners to resume learning after that interruption then bookmarking is key.

Metrics 100

Metrics Mobile Learner Design 100

From the Coleface

JANUARY 22, 2014

Let’s start by recognising a problem inherent to the conventional model of L&D, which I call the “interruption problem” To access L&D’s services, a learner is taken out of their workflow to go to a training course, webinar or e-learning module. accountancy e-learning legal training'

Search 140

Search Enterprise Problem Portal 140

From the Coleface

MAY 21, 2012

As new technologies emerge and then go mainstream, this provides L&D practitioners with new channels through which to connect with learners and enable them to improve performance. However on the way, some organisations will get in badly wrong. Step forward Havering Sixth Form College in Hornchurch.

Mobile 100

Mobile Mobile Learning Trust Emergent 100

From the Coleface

JULY 2, 2012

But before you rejoice at the prospect of being able to publish your existing content through another channel have a thought about the emotional/ psychological state that your target learner will be in when they get the content. Two opportunities that mobile opens up are: In the taxi on the way to a meeting. Waiting for a train/ plane.

Mobile 100

Mobile Mobile Learning Performance Support Suite 100

From the Coleface

OCTOBER 29, 2015

The risk is that poor compliance e-learning ends up tainting learners’ expectations of e-learning (this is sometimes referred to as the “compliance e-learning cul-de-sac”). Much of the e-learning that professional firms offer is compliance-based.

Compliance Training 100

Compliance Training Compliance Case Study Predictions 100

From the Coleface

MARCH 11, 2015

Whilst the intention behind quoting science is often good e.g. let’s convince people to give learners a more visually engaging and memorable experience, ultimately it undermines the credibility of the argument if it is supported by untruths.

Research 100

Research Learning Styles Reference Teach 100

From the Coleface

JULY 4, 2014

So we’ve covered topics including “show and tell”, mobile learning, social learning, learner engagement, gaining buy-in from partners, LMS implementation, authoring tools, evaluation, performance support and video. Working in a professional partnership raises unique challenges and opportunities.

Forum 100

Forum Services Network Performance Support 100

From the Coleface

JUNE 24, 2008

The trend away from centralised information to collective information will have a significant impact on business leaders, L&D departments and learners. With the vast range of learning resources and communities available, learners will have far more consumer choice.

Web 100

Web Community Expertise Culture 100

From the Coleface

MARCH 24, 2008

Learner maturity. Most learners in most organizations seem not to have the motivation and the self awareness to seek out learning opportunities that are optimal for them. In professional services the focus on billable hours tends to mean that learners want their learning packaged by experts so that it is over as quickly as possible.

Personal Learning 100

Personal Learning Personal Personalization Wikipedia 100

From the Coleface

JANUARY 24, 2013

Take some time (ideally over a few cups of tea) to follow the processes that you’d like learners to follow and check how effortless you’ve really made them. People who build or commission websites surprisingly often overlook the idea of looking at user journeys through the consumer’s eyes for the most common tasks.

Calendar 113

Calendar Website Internet Attention 113

From the Coleface

OCTOBER 4, 2017

As noted before, many factors have made it harder for L&D professionals to know their learners really well. Meet the Modern Learner Infographic (Bersin by Deloitte, Nov 2014). Learners want learning in short chunks that fits in with their workflow. Learners want learning in short chunks that fits in with their workflow.

Learner 100

Learner Business Google Trust 100

From the Coleface

MAY 28, 2012

How can breakout sessions be made easier to set up/ run and manage to keep learners engaged? What proportion of time should be spent on socialising participants? Tips on how you keep control of the event and ensure participation. How do you know what you’re doing is working with your audience?

Virtual Classroom 100

Virtual Classroom Expert Online Learning Online 100

From the Coleface

DECEMBER 6, 2009

” His premise is that if you leave information out of a visual, or deliberately reverse the letters in a word so that the learner has to work out what the correct message is, they are more likely to engage with it and remember it. The longer the course/ module the more that learners will get bored and frustrated by devices like this.

Cognitive 100

Cognitive Effectiveness Module Association 100

From the Coleface

FEBRUARY 8, 2010

Would n’t it be great if learners would have a level of learning maturity where they demanded that a course took them out of their comfort zones and complain on their happy sheets if they were n’t stretched?

Score 100

Score Activities Evalution Standards 100

From the Coleface

AUGUST 4, 2014

Learners are used to compliance e-learning. Anyone in a big company is used to having several mandatory modules a year to complete so the game becomes “how can I do this as quickly as I can and get my tick in the box?”

Compliance Training 124

Compliance Training Compliance Confidentiality Trust 124

From the Coleface

APRIL 2, 2012

Although there is a time investment , it may help learners who are reluctant to participate in role plays and gives you a resource that you can re-use. For competitive participants there is the opportunity be recognised for getting the high score. Xtranormal Use this tool to create animations.

Free 100

Free Technology Tools Quiz 100

From the Coleface

OCTOBER 14, 2014

If e-learning has a creation myth, it is that the e-learning industry was born out of the dotcom crash at the turn of the century – swarms of freshly unemployed web designers and developers started applying their skills to changing learner behaviour rather than consumer behaviour.

Confidentiality 133

Confidentiality Industry Case Study Clipart 133

From the Coleface

MAY 9, 2013

And last but by no means least, hundreds of learners have experienced a boring waste of time. L&D has lost reputation and political capital for not commissioning a solution that meets requirements. The e-learning company has made a loss and L&D will regard them less favourably on the next tender. Sounds familiar?

e-learning company 124

e-learning company Version Budget Reputation 124

From the Coleface

SEPTEMBER 6, 2007

As other commentators have said before, is this lack of data a collusion between the learners and the commissioners of learning?…as …as long as it looks good and entertains learners, lets not be too fussed about measuring how it’s actually changed learner behaviour?

Case Study 100

Case Study Compliance Training News Learning 100

From the Coleface

OCTOBER 3, 2012

I don’t think I can bridge these chasms by next week, but I trust that those attending eLN will take away some useful insights into how to use audio to enhance the quality of e-learning for learners everywhere.

Audio 100

Audio Cognitive Statistics Instructional Design 100

From the Coleface

AUGUST 6, 2007

In professional services we have a generation of younger learners coming through who will not take the same pride in being able to read, recall and find the relevance of densely written legalese.

Digital 100

Digital Picture Emergent Adoption 100

From the Coleface

JULY 17, 2007

If a training identifies that learners need some learning content, it typically goes through the following process. I attended a Clive Shepherd webinar today and found that one of his early slides encapsulated what I’d been reflecting upon for a while.

Press 100

Press Slides Budget Learning 100

From the Coleface

JANUARY 29, 2012

Think about your internal brand and how each piece of communication sent out to learners and other stakeholders conveys your brand. For marketers the brand is almost more important than the product/ service (the sizzle is more important than the sausage). Hence the brand needs to be nurtured and nurtured consistently.

Market 124

Market Instructional Design ADDIE News 124

From the Coleface

AUGUST 27, 2008

You need to work to gain and maintain learners’ attentions. Avoiding being trapped in one style will enable you to achieve greater variety and hence better learning outcomes. Apart from a moment of confusing Chad with Algeria, here’s Professor Willingham’s excellent clip.

Learning Styles 100

Learning Styles YouTube Coaching Website 100

From the Coleface

JUNE 26, 2008

Richard will provide some insights into just how much fun you can get your learners to have and still make L&D look good. I’ve known several professional firms struggle to balance the need for e-learning to be a fun experience with it feeling serious enough to be credible to a professional audience.

Streaming 100

Streaming Conference Learning Issue 100

From the Coleface

JULY 10, 2007

Hence I’ve known L&D professionals ask for e-learning that is “really shiny” and comes with “wow factor straight out of the box” However, the race to “ultimate shininess” is doomed as learner’s expectations will continue to increase in line with other media that they consume (e.g.

Adoption 100

Adoption Adopt Communication Budget 100

From the Coleface

NOVEMBER 24, 2008

I envisaged using podcasts to set the scene, enabling learners to come to the overall programme with particular scenarios in mind. But this is where I am up against decades of the traditional way of doing things in accountancy whether or not it has ever been shown that these have been successful.

Culture 100

Culture Blended Learning Wiki Write Blog 100

From the Coleface

DECEMBER 18, 2007

It is far from clear that web-based training was actually available as an option for learning about each tool…if it does n’t exist, nobody can use it.

Delicious 100

Delicious eLearning Guild Coaching Survey 100

From the Coleface

JUNE 10, 2013

Learners have a right to assume that learning material they are being provided with has been checked out so the “facts” spread. For most effect, this stage gets repeated a few times without citing the original publication.

Compliance Training 140

Compliance Training Learning Reference Integrate 140