by Patti Shank
It’s easy to guess that informal learning is different when it takes place outside the influence of the training department or L&D, but how is it different when it happens outside that arena? The newest Guild research report shines a light on the differences in a way that will help you leverage informal learning in both sets of circumstances. Read the highlights here!
by Carol Leaman
Gamification is getting a lot of press these days, with promises of great improvements in learning. And while companies are citing successful employee engagement in gamified learning, the real question is whether gamification itself is a recipe for learning success, or is it just one ingredient?
by Patti Shank
When experts use the term “informal learning,” they don’t mean exactly the same thing eLearning and learning practitioners do. The latest eLearning Guild research report “Informal Learning Takes Off,” written by Jane Hart, highlights the differences as well as some innovative approaches you may want to try.
by Joe Ganci
What does a veteran developer and reviewer of authoring tools learn over the years? Joe shares some of his lessons learned, about vendors and developers, about complacency, and about the right questions to ask when choosing authoring tools. Read this to benefit from Joe’s insights and experience!
by Bill Brandon
Content—text, video, images, audio, links, blogs, websites—is everything on the web, including eLearning. This mass of content contains much that is useful to you professionally (when you can find it), and much that is frankly pretty sketchy. Learning Solutions Magazine is a free, organized island of useful professional information in this sea, and you should subscribe to it! Here’s why.
Even when the eLearning is well-designed, after completing it employees will need support at the moment they are actually trying to use what they learned. However, there may be no manager or coach or peer expert available in that moment to help them. Performance support, especially delivered on a mobile device, may be the ideal solution for this problem. Read about it here!
by Art Kohn
Neuroscience has learned a lot about the way that the brain processes visual information. This article provides insights into the two distinct visual systems that operate concurrently and independently. Understanding these systems and how they work will provide instructional designers with important information bearing on ways to increase comprehension, retention, and transfer.
by Art Kohn
Much of what we communicate in eLearning and other kinds of teaching relies on the written word. Many instructional designers worry that learners may be poor readers and so try to “write down to their level.” Is this the right approach? Is reading ability even a problem? Or is the problem our approach to writing? Here are some guidelines that may surprise you.