Learning Visions
JANUARY 15, 2015
These are my live blogged notes from Andy Whitaker''s concurrent session here at ATD TechKnowledge, happening this week in Las Vegas. Matching learning to performance with Tin Can Most "learning activity" is tracked in orgs in an LMS using SCORM. Are you able to efficiently and effectively evaluate your learning programs?
Upside Learning
FEBRUARY 15, 2011
As people increasingly embrace social media and new technologies with open arms, social learning, informal learning and blended learning continue to gain a strong foothold in an organization’s learning palette. Learn what not to do when developing PowerPoint for eLearning.
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Learning Visions
MARCH 12, 2007
Monday, March 12, 2007 Free the Learners -- Free the LMS Jay Cross in Free the learners talks about his afternoon omelette and anarchy and then goes on: People ask how to track informal learning in their LMS; my response is don’t. But how will we know if they are learning? In What to track?
Learning Visions
MAY 1, 2009
Youre on the right track. In turn, we can correlate that with competencies (or in our case program learning objectives) which in turn point to learning tracks. "If If you do X to Y extent, you must be skilled at M through T." #2 ► January (14) Learning Visions Has Moved What Is Instructional Design?
Learning Visions
MARCH 8, 2007
So all of my clients who require that lockstep navigation be in place -- who want to force the user to go through the content in a linear fashion in order to ensure that the user has processed the information (but not necessarily learned it) -- all these folks have it wrong? Tracking has gotta all come down to the assessment.
Learning Visions
APRIL 4, 2007
If so, is the vendor able to track usage or do they just sell the content for a flat fee based on LMS seat size? So the vendor can closely track actual usage and charge based on that actual usage? 2 ► January (14) Learning Visions Has Moved What Is Instructional Design?
Learning Visions
FEBRUARY 28, 2007
The 32% average score and the stubborn lack of improvement regardless of experience, education, and age suggests that most people in the learning-and-performance field are unprepared for roles as designers of learning, at least as far as their ability to apply knowledge of learning research. It was a hard quiz.
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