Rob Hubbard

OCTOBER 14, 2015

Undoubtedly it’s a tricky thing to do, as people are curious about different things, although there are some basic lessons we can draw on: Expose the knowledge gap and give learners the opportunity to fill it. This might be through a scenario-based pre-test where learners apply their knowledge in a situation and get feedback on the gaps.

Scanning 40

Scanning Brain Study Research 40

Rob Hubbard

OCTOBER 12, 2015

These days it’s widely accepted that learners don’t really learn much from just sitting passively in front of a screen. This can be more impactful and interesting for the learner than straight text and audio but still needs to be used shrewdly and kept short. by Tess Robinson, Director, LAS.

Interactive 40

Interactive Compliance Training eLearning Lecture 40

Rob Hubbard

JANUARY 12, 2012

For a piece of learning to be effective it must be: Relevant – it must align to what I, the learner, want to achieve. Engaging – it needs to entice the learner, make them sit up and take notice. Whatever we build it must be effective. We all know that, but what does ‘effective’ mean?

Effectiveness 81

Effectiveness eLearning eLearning Tools Authoring 81

Rob Hubbard

APRIL 17, 2013

Here are a few ideas: Set short assignments and have learners comment upon and critique each others work. Allow learners to upload or add links to useful resources, web sites and videos. Every organisation has a huge amount of collective intelligence in it’s people, so how can you make use of it in your digital learning initiatives?

Digital 81

Digital Yammer Conference Instructional Design 81

Rob Hubbard

AUGUST 11, 2011

It is the time it takes your learners to go through the material. Efficient to design and develop, but most importantly efficient for your learners to go through. Start by identifying what you need learners to be able to do once they have completed the training. What’s the biggest cost in any elearning or training programme?

Learning System 65

Learning System System Effectiveness Design 65

Rob Hubbard

APRIL 7, 2011

This means achieving the business goal or objective in the shortest time (both development time and learner time) for the least cost. These might include: Short “surgery” webinars where learners can virtually drop in and ask questions. These might include: Short “surgery” webinars where learners can virtually drop in and ask questions.

Blended Learning 49

Blended Learning Blended Social Networks Effectiveness 49

Rob Hubbard

JUNE 7, 2016

Context is important – learners make decisions comparatively and relatively, so it is vital that the learning is put into context. The learning material should be presented in such a way that learners are gently nudged into making the right choices without making it so easy that it’s not a challenge and they get bored or feel patronised.

Cognitive 40

Cognitive Simulations Design Guide 40

Rob Hubbard

JANUARY 13, 2016

If you’re looking to get learners to share, think of situations where sharing happens well, for example a nursery or a group counselling meeting. Engage your learners in innovation and they will become supporters. Don’t just look at what they say and think but also what they do and feel, as these things can be quite different.

Digital 40

Digital Lesson Design Low Cost 40

Rob Hubbard

FEBRUARY 20, 2014

It does, however, have some important advantages in that it can deliver learning at the learners own pace and allows them to learn on-demand in small chunks. Simulations allow learners to rehearse skills in a realistic environment without risk before doing it for real. Self-study lessons (sometimes still known as CBT).

Virtual Classroom 94

Virtual Classroom Social Networks Corporate eLearning Simulations 94

Rob Hubbard

JUNE 29, 2011

Learners are crammed with facts, interspersed with multiple choice questions. These questions measure only the effectiveness of the learner’s short-term memory; not whether they will retain the information or be able to put it into practice. Furthermore, too many courses focus on theory.

Social Networks 49

Social Networks Social Network Rapid eLearning Brain 49

Rob Hubbard

JUNE 23, 2017

If you can piggyback on something that your learners are already familiar with, there will be less resistance (providing they like the tech of course) and it will also be cheaper. Fear not, here are our top tips and essential resources for newcomers: Start by investigating what technology your organisation already has.

Compliance Training 65

Compliance Training Resources Tips Association LMS 65

Rob Hubbard

MARCH 6, 2013

Help your learners to understand what’s in it for them. Find out where your target audience hang out and focus your communications there. For example, this could be posters near the coffee machine or using particular online social networks.

Social Networks 86

Social Networks Tips Social Network Communication 86

Rob Hubbard

JANUARY 30, 2013

In your next learning design ensure you include all three of these elements, for example: Goals – don’t sheep-dip your learners, let them choose what they should learn based upon their skills gaps. Unfortunately it is an approach missing from many learning interventions both online and in the classroom.

Skills 70

Skills Blended Learning Learning Coaching 70

Rob Hubbard

MAY 24, 2013

Rescinding control to learners is really hard and often takes an entire cultural shift. So why isn’t everyone doing it? Probably the biggest barrier to this brave new world is trust. The variety of technology available can also make for an overwhelming choice. So where do you start? Think of yourself on a tightrope, like my acrobats.

Agile 61

Agile Business IBM Predictions 61

Rob Hubbard

JANUARY 27, 2017

In fact the report found that 82% of learners know what learning they need and 91% are resourceful and capable of searching for information to help them do their jobs better. This needs to change! 62% of organisations report that staff lack the skills to manage their own learning.

Agile 40

Agile eLearning Consultant Performance Support Network 40

Rob Hubbard

JUNE 29, 2011

We need to give our learners more support in making this transition from theory into practice into ‘business as usual’. Everyone is familiar with the scenario of going to a great training course, coming away all fired up and full of plans for what we’ll implement, then putting the folder up in the shelf and forgetting about it.

Simulations 45

Simulations PDF Reputation Performance Support 45

Rob Hubbard

SEPTEMBER 1, 2010

Guess what, neither will your learners. Would you sit through an hour of narrated PowerPoint slides and actually learn anything? Would you read 12000 words on legal compliance from a computer screen? What do you think?

Rapid eLearning 40

Rapid eLearning Authoring Tools Compliance Training Instructional Design 40

Rob Hubbard

SEPTEMBER 28, 2010

The presentations were excellent, the highlight for me being Ben’s opening exercise which demonstrated perfectly the effect (or lack of) of a carrot or stick approach to learner motivation and the negative effect of constraints.

Course 40

Course Theory Twitter Learning Styles 40

Rob Hubbard

NOVEMBER 21, 2013

They wanted to be able to set timescales for completing goals and to have a facility for learners to allow their line managers to review what they had done. The goals needed to include text, images, videos, podcasts, quizzes and assignments and have a star rating system.

Case Study 56

Case Study Study Site Performance Support 56

Rob Hubbard

APRIL 3, 2014

Giving feedback – giving learners a sense of progression and achievement and, of course, the opportunity to learn from failure. It is more about playing on intrinsic human motivations such as competition, achievement, challenge and even cooperation, in that learners may be rated in group output or on their ability to inspire others.

Games 45

Games Simulations Gamification Virtual World 45

Rob Hubbard

MAY 19, 2011

As training providers we can explain the benefits of exercise to our delegates and learners and encourage them to get active. In elearning we can allow learners to shape or customise their learning to suit them. Use stories, scenarios, drama and tension in the learning content you produce to grab learners’ attention.

Brain 73

Brain Content Learning Theory Theory 73