Mindflash

MAY 15, 2012

There are many strategies for providing feedback, depending on the context and type of instruction, the objectives of the learning activity, and the audience’s level of expertise. If possible, allow for more interactivity so learners can try out the simulated software a bit to better understand how to perform a task.

Simulations 94

Simulations Alternatives Authoring Tools Cognitive 94

Learning Visions

MAY 21, 2007

The reason researchers roll their eyes at learning styles is the utter failure to find that assessing childrens learning and matching to instructional methods has any effect on their learning." I would also add that learning styles may change from topic to topic and level of expertise. Getting an Informal M.Ed United States License.

Learning Styles 186

Learning Styles Wiki Cognitive Rapid eLearning 186

Learning Visions

JUNE 27, 2007

They have become adept at incorporating flash animations, pdfs, PowerPoint presentations, audio-visual material and any number of other techniques for getting training messages across to users in effective and imaginative ways. So the end game is transferring the knowledge in an easy and effective manner, and then following up in person. .

Rapid eLearning 100

Rapid eLearning Instructional Design Atlantic Link Case Study 100

Learning Visions

JUNE 9, 2009

Go out and get your SME to say it like it is into a microphone and share their expertise. My argument is that if the information is presented as 'real' conversation it is more believable, more engaging and ultimately more effective. Look at games like Mass Effect 2 as a perfect example. Eliminate the middle-(wo)man.

Audio 100

Audio Moodle Corporate eLearning Authoring Tools 100

Learning Visions

MAY 12, 2009

Weve taken this up before and many of us IDs know the strategies for using audio most effectively by now. If we read Ruth Clark's e-Learning and the Science of Instruction we learn that audio can be a great way to aid learning -- when used effectively. Bob Mosher: Performance Support and Learning at th. Powered by Blogger.

Audio 100

Audio Culture Corporate eLearning Authoring Tools 100

Learning with e's

OCTOBER 11, 2011

Anyone who is interested in the social media phenomenon would be very interested to read this from Abday Adhikari, writing in the Guardian : Every time we publish information on the internet, we are effectively starting a conversation, because people can respond or react to it. Adhikari is right of course. References Clark, A. Rheingold, H.

Effectiveness 84

Effectiveness Social Networks Social Media Press 84

Learning Visions

JUNE 12, 2007

Blogging has a positive effect on my work-life expertise -- countless client conversations have gone all the better because of something I read just yesterday or wrote about the day before. Bob Mosher: Performance Support and Learning at th. Cammy at Learning Solutions #ls2010 Audio Interview with Will Thalheimer on Common Des.

Personal 100

Personal Personalization Instructional Design IM 100

Learning Visions

JANUARY 19, 2009

IDs have told me in the past that its not right to allow just anyone to design, build and sell training without the help of their expertise. I wonder about this, for scaffolding is important for the effectiveness of resources that are used. Bob Mosher: Performance Support and Learning at th. 5:56 PM Blogger In Middle-earth said.

Instructional Design 100

Instructional Design Instructional Instruction Design 100

Learning Visions

NOVEMBER 2, 2007

Directing online design projects for a university here in the US, I have to agree with "some penn guy" that talented designers without degrees often have large gaps in their understanding and expertise. Together, we could be a very interesting and effective team. Bob Mosher: Performance Support and Learning at th.

Instructional Design 133

Instructional Design Instructional Instruction Diversity Training 133

Jay Cross

NOVEMBER 26, 2008

Not through the kind of elearning of the 1990s but via the explosion of online communities which effectively democratise the way we learn. Learning needs to be focused on what the learner needs to know, and how they prefer to learn, and if it can be timed right too then it’s going to be even more effective.

Blended Learning 36

Blended Learning Social Networks Training Train 36

Jay Cross

NOVEMBER 27, 2008

Not through the kind of elearning of the 1990s but via the explosion of online communities which effectively democratise the way we learn. Learning needs to be focused on what the learner needs to know, and how they prefer to learn, and if it can be timed right too then it’s going to be even more effective.

Blended Learning 36

Blended Learning Social Networks Training Train 36

Jay Cross

NOVEMBER 27, 2008

Not through the kind of elearning of the 1990s but via the explosion of online communities which effectively democratise the way we learn. Learning needs to be focused on what the learner needs to know, and how they prefer to learn, and if it can be timed right too then it’s going to be even more effective.

Blended Learning 36

Blended Learning Social Networks Training Train 36

Jay Cross

NOVEMBER 27, 2008

Not through the kind of elearning of the 1990s but via the explosion of online communities which effectively democratise the way we learn. Learning needs to be focused on what the learner needs to know, and how they prefer to learn, and if it can be timed right too then it’s going to be even more effective.

Blended Learning 36

Blended Learning Social Networks Training Train 36

Learning Visions

JANUARY 7, 2008

I come from an old-school approach: I sort of understand the technology, but I leave the graphics and programming expertise to others. They think that only the "official" people have the right or expertise to produce good content. (See Christys post, Technology Skills for Instructional Designers for more on this conversation.)

Instructional Design 174

Instructional Design Instructional Instruction Blended Learning 174