The internet. Television. The telephone. The bagless vacuum cleaner. The chocolate bar. The light bulb. The British are a nation of inventors – we like to tinker and try new things. For such a small island we have contributed more than our fair share of world-changing inventions. MORE
By Tess Robinson, Director, LearningAge Solutions. It is incredibly disheartening to put all of your creative efforts into a piece of learning design for it to be largely ignored by your target audience. MORE
by Tess Robinson, Director, LearningAge Solutions. Being innovative doesn’t mean that you have to come up with big radical new ideas all the time. Sometimes the very best learning innovations are quite simple and subtle or are just improvements or diversions from existing ideas. MORE
by Tess Robinson, Director, LAS. Traditional economics is based on the assumption that humans are rational beings, that we evaluate our situation in a logical way, making decisions based on cost- benefit analyses. MORE
by Tess Robinson, Director, LearningAge Solutions. ‘I I absolutely loath elearning with all of my being. I just spent 1hr 40 answering stupid F-ing multiple choice questions in the attempt to gain a poxy bit of paper for work and the blinking site crashed. MORE
By Tess Robinson, Director, LearningAge Solutions. My favourite teacher from my high school days, Mr ‘Geography’ Jones, died recently. I remember his enthusiastic an d, at times dramatic teaching style as if it were yesterday. MORE
Guest post from my LearningAge co-director, Tess Robinson… Have the right attitude. Open your mind to all kinds of weird and wonderful possibilities. Don’t discount anything at first. Creativity is impossible to achieve if you are not brave enough to look beyond your normal paradigms. MORE
By Tess Robinson, Director, LearningAge Solutions. Technology now affords so many more options to learn new skills without being physically present, but how can we ensure that participants are kept engaged and motivated when they’re not sat in front of us? MORE
By Tess Robinson, Director, LAS. A few weeks ago I attended a fabulous workshop by Sally Spinks from Ideo. If you haven’t heard of them before, they are a design consultancy headquartered in California but with offices throughout the world. MORE
by Tess Robinson. Director, L earningAge Solutions). So goal-based learning sounds great but what can you use it for? And how can technology augment this way of learning? Performance support. Learning shouldn’t stop when a learner leaves the classroom. MORE
There seems more interest than ever in elearning, but I worry that people will charge headlong for an author tool thinking it’s the answer to their prayers. The trouble is there’s more to creating good elearning than just using the author tool. Whatever we build it must be effective. We all know that, but what does ‘effective’ mean? For a piece of learning to be effective it must be: Relevant – it must align to what I, the learner, want to achieve. MORE
You’ve probably experienced this situation, most of us have. You attend a great instructor-led workshop. You learn loads of useful new stuff. You meet some great people and come away inspired and fired up, full of ideas for what you’ll put into practice when you get back to work. Then you sit down at your desk and reality rushes in. You’ve got 150 emails waiting for you, a report to write, and that b*£$!y y presentation your boss needs from you ASAP. The workshop folder goes up on the shelf…….and MORE
There are now a number of ‘rapid’ elearning authoring tools that enable ‘anyone’ to author elearning content. And yes, this is true. But only in the same way that word processing software enables anyone to write a book. MORE
Guest post from my LearningAge Co-Director, Tess Robinson. We’ve all been there – the corporate induction that involves eight hours of PowerPoint, form filling and reading manual after manual of processes and procedures. Did it make us feel engaged, enthused and wanted? Did we come out with a deep understanding of our new organisation’s culture, mission and values? I’ll bet the answer is ‘no’. MORE
Time: it marches relentlessly on – we can’t stop it, change it or rewind it (yet!). We squander it on the wrong things, complain when it goes too slowly and when it goes too fast. In this posting I’ll share three tips for making the most of the time you have, so you can maximise the success of your elearning projects. There is a pub that I often walk past, which for years had a fairly bad reputation. It was not a place you’d choose to drink in unless you were a local. MORE
“I didn’t have time to write a short letter, so I wrote a long one instead.” – Mark Twain. The same is true of design, and for the purposes of this article I’m going to focus on the design of learning experiences, websites and apps. The secret to great design is simplicity. MORE
I’ve been creating a lot of screencasts recently for the goal-based learning systems that we develop, so I thought I’d give you a run through of the equipment I’m using and the workflow I’ve adopted. The screencasts show users how to use the functions of the goal-based learning system. MORE
Last month I attended the Ufi Charitable Trust launch event where there was a lot of talk about innovative ways to use technology for teaching purposes. Interactive whiteboards were broadly lambasted as waste of resources that are underused in schools. MORE
What’s the biggest cost in any elearning or training programme? The production of video, graphics and audio? The instructional design time? The subject matter expert’s time? It is the time it takes your learners to go through the material. MORE
by Tess Robinson, Director, LAS. The latest Towards Maturity benchmark report makes rather depressing reading. MORE
Anyone who has attempted some form of learning design project will know that the goalposts have an annoying habit of moving. The objective that you set out initially to meet might evolve or even change co mpletely. MORE
Increasingly I find myself turning away from learning theories and looking to brain science to hel p me design engaging and effective learning content. Many of the established learning theories were conceived decades ago before the advent of the internet or even networked computers. MORE
It tickles and frustrates me in equal measure when I hear people say that they “…don’t believe in blended learning.” They seem to think it is something new – the latest fad in learning. I respond by explaining that blen ded learning is how they have always learnt, indeed how we humans have always learnt – from a variety of learning interventions. For example learning to drive a car involves studying a book, guided practice, instruction, discussion, assessment and so on. MORE
By Rob Hubbard, LAS Director. I took a trip down to London recently for AR VR (Augmented Reality Virtual Reality) World. It was a small affair with geeks rather than sales people manning most of the stands. MORE
As humans we understand that we learn skills best by doing, by thinking about what went well and how we could improve, and by trying again, and again, and again. We can take short-cuts to improving our performance by learning what we can before attempting the task. We might read an article, watch some YouTube videos, ask someone’s advice or attend a course online or in person. We can be coached as we undertake the task and talk to someone afterwards who can help us to reflect. MORE
Whenever I speak at a conference I take the same approach – I look for ways to get people talking to one-another and contributing to the session. I figure; we’ve got a room full of smart, highly experienced p eople – talking at them for an hour would be a huge waste of time. MORE
You can never be sure of how effective you’ve been in creating a learning intervention unless you measure its impact. This is something that few organisations do. It is often considered enough for something to look ‘cool’ and for people to like it, to brand it a ‘success’. Also, evaluating the success (or failure) of something can be a substantial piece of work – and what if this creation of yours hasn’t made a difference?! MORE
Picture the scene… an increasingly frustrated Bob is trying to work out where a particular field is on a database. After much poking around, he finally calls across to Sally, his colleague, to ask if she knows where it is. MORE
by Tess Robinson, Director, LearningAge Solutions. For me it conjures up images of acrobats and contortionists. MORE
by Tess Robinson, Director, LearningAge Solutions. We’re so used to self-directed learning these days that we forget we’re even doing it. I’m a trainee silversmith in my spare time. MORE
Rob Hubbard
JUNE 7, 2016
by Tess Robinson, Director, LAS. Traditional economics is based on the assumption that humans are rational beings, that we evaluate our situation in a logical way, making decisions based on cost- benefit analyses.
Rob Hubbard
JUNE 23, 2017
By Rob Hubbard, LAS Director. I took a trip down to London recently for AR VR (Augmented Reality Virtual Reality) World. It was a small affair with geeks rather than sales people manning most of the stands.
Rob Hubbard
MARCH 6, 2013
By Tess Robinson, Director, LearningAge Solutions. It is incredibly disheartening to put all of your creative efforts into a piece of learning design for it to be largely ignored by your target audience.
Rob Hubbard
OCTOBER 3, 2012
by Tess Robinson. Director, L earningAge Solutions). So goal-based learning sounds great but what can you use it for? And how can technology augment this way of learning? Performance support. Learning shouldn’t stop when a learner leaves the classroom.
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Rob Hubbard
AUGUST 11, 2011
What’s the biggest cost in any elearning or training programme? The production of video, graphics and audio? The instructional design time? The subject matter expert’s time? It is the time it takes your learners to go through the material.
Rob Hubbard
FEBRUARY 20, 2014
by Tess Robinson, Director, LearningAge Solutions. ‘I I absolutely loath elearning with all of my being. I just spent 1hr 40 answering stupid F-ing multiple choice questions in the attempt to gain a poxy bit of paper for work and the blinking site crashed.
Rob Hubbard
APRIL 17, 2013
Whenever I speak at a conference I take the same approach – I look for ways to get people talking to one-another and contributing to the session. I figure; we’ve got a room full of smart, highly experienced p eople – talking at them for an hour would be a huge waste of time.
Rob Hubbard
MAY 24, 2013
Anyone who has attempted some form of learning design project will know that the goalposts have an annoying habit of moving. The objective that you set out initially to meet might evolve or even change co mpletely.
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Rob Hubbard
SEPTEMBER 30, 2010
Picture the scene… an increasingly frustrated Bob is trying to work out where a particular field is on a database. After much poking around, he finally calls across to Sally, his colleague, to ask if she knows where it is.
Rob Hubbard
MARCH 8, 2012
As humans we understand that we learn skills best by doing, by thinking about what went well and how we could improve, and by trying again, and again, and again. We can take short-cuts to improving our performance by learning what we can before attempting the task. We might read an article, watch some YouTube videos, ask someone’s advice or attend a course online or in person. We can be coached as we undertake the task and talk to someone afterwards who can help us to reflect.
Rob Hubbard
APRIL 17, 2013
by Tess Robinson, Director, LearningAge Solutions. We’re so used to self-directed learning these days that we forget we’re even doing it. I’m a trainee silversmith in my spare time.
Rob Hubbard
MAY 8, 2014
By Tess Robinson, Director, LearningAge Solutions. My favourite teacher from my high school days, Mr ‘Geography’ Jones, died recently. I remember his enthusiastic an d, at times dramatic teaching style as if it were yesterday.
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Off-the-shelf elearning is applicable for a wide audience, but it won’t address your organization’s unique situations or distinctive content. So are these courses all that helpful? For sure! Read on for 7 secrets to make off-the-self learning your own.
Rob Hubbard
DECEMBER 12, 2012
by Tess Robinson, Director, LearningAge Solutions. Being innovative doesn’t mean that you have to come up with big radical new ideas all the time. Sometimes the very best learning innovations are quite simple and subtle or are just improvements or diversions from existing ideas.
Rob Hubbard
JANUARY 12, 2012
There seems more interest than ever in elearning, but I worry that people will charge headlong for an author tool thinking it’s the answer to their prayers. The trouble is there’s more to creating good elearning than just using the author tool. Whatever we build it must be effective. We all know that, but what does ‘effective’ mean? For a piece of learning to be effective it must be: Relevant – it must align to what I, the learner, want to achieve.
Rob Hubbard
SEPTEMBER 22, 2011
Guest post from my LearningAge co-director, Tess Robinson… Have the right attitude. Open your mind to all kinds of weird and wonderful possibilities. Don’t discount anything at first. Creativity is impossible to achieve if you are not brave enough to look beyond your normal paradigms.
Advertisement
Do you struggle to achieve measurable results with your learning solutions? If so, you’re not alone. According to CEB, traditional training only creates 37% learning transfer. This guide explores the causes of poor transfer and concrete steps to achieving better outcomes.
Rob Hubbard
MAY 24, 2013
by Tess Robinson, Director, LearningAge Solutions. For me it conjures up images of acrobats and contortionists.
Rob Hubbard
JANUARY 13, 2016
By Tess Robinson, Director, LAS. A few weeks ago I attended a fabulous workshop by Sally Spinks from Ideo. If you haven’t heard of them before, they are a design consultancy headquartered in California but with offices throughout the world.
Rob Hubbard
JUNE 21, 2012
Last month I attended the Ufi Charitable Trust launch event where there was a lot of talk about innovative ways to use technology for teaching purposes. Interactive whiteboards were broadly lambasted as waste of resources that are underused in schools.
Rob Hubbard
JUNE 21, 2012
I’ve been creating a lot of screencasts recently for the goal-based learning systems that we develop, so I thought I’d give you a run through of the equipment I’m using and the workflow I’ve adopted. The screencasts show users how to use the functions of the goal-based learning system.
Advertisement
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Rob Hubbard
DECEMBER 10, 2015
by Tess Robinson, Director, LAS. The latest Towards Maturity benchmark report makes rather depressing reading.
Rob Hubbard
NOVEMBER 10, 2011
You’ve probably experienced this situation, most of us have. You attend a great instructor-led workshop. You learn loads of useful new stuff. You meet some great people and come away inspired and fired up, full of ideas for what you’ll put into practice when you get back to work. Then you sit down at your desk and reality rushes in. You’ve got 150 emails waiting for you, a report to write, and that b*£$!y y presentation your boss needs from you ASAP. The workshop folder goes up on the shelf…….and
Rob Hubbard
SEPTEMBER 1, 2010
There are now a number of ‘rapid’ elearning authoring tools that enable ‘anyone’ to author elearning content. And yes, this is true. But only in the same way that word processing software enables anyone to write a book.
Rob Hubbard
JANUARY 12, 2012
You can never be sure of how effective you’ve been in creating a learning intervention unless you measure its impact. This is something that few organisations do. It is often considered enough for something to look ‘cool’ and for people to like it, to brand it a ‘success’. Also, evaluating the success (or failure) of something can be a substantial piece of work – and what if this creation of yours hasn’t made a difference?!
Advertisement
As an eLearning designer wouldn’t it be great if you could take charge of your eLearning environment right from storyboarding your ideas to generating responsive eLearning courses to being able to effectively deploy and track your learners’ performance?
Rob Hubbard
FEBRUARY 20, 2014
“I didn’t have time to write a short letter, so I wrote a long one instead.” – Mark Twain. The same is true of design, and for the purposes of this article I’m going to focus on the design of learning experiences, websites and apps. The secret to great design is simplicity.
Rob Hubbard
NOVEMBER 10, 2011
Guest post from my LearningAge Co-Director, Tess Robinson. We’ve all been there – the corporate induction that involves eight hours of PowerPoint, form filling and reading manual after manual of processes and procedures. Did it make us feel engaged, enthused and wanted? Did we come out with a deep understanding of our new organisation’s culture, mission and values? I’ll bet the answer is ‘no’.
Rob Hubbard
AUGUST 11, 2011
Time: it marches relentlessly on – we can’t stop it, change it or rewind it (yet!). We squander it on the wrong things, complain when it goes too slowly and when it goes too fast. In this posting I’ll share three tips for making the most of the time you have, so you can maximise the success of your elearning projects. There is a pub that I often walk past, which for years had a fairly bad reputation. It was not a place you’d choose to drink in unless you were a local.
Rob Hubbard
OCTOBER 8, 2013
By Tess Robinson, Director, LearningAge Solutions. Technology now affords so many more options to learn new skills without being physically present, but how can we ensure that participants are kept engaged and motivated when they’re not sat in front of us?
Advertisement
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Rob Hubbard
APRIL 7, 2011
It tickles and frustrates me in equal measure when I hear people say that they “…don’t believe in blended learning.” They seem to think it is something new – the latest fad in learning. I respond by explaining that blen ded learning is how they have always learnt, indeed how we humans have always learnt – from a variety of learning interventions. For example learning to drive a car involves studying a book, guided practice, instruction, discussion, assessment and so on.
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