by Art Kohn
The human brain is enormously powerful. It contains and controls our memories, our passions, our thinking, and our learning. Successful eLearning applications must work in a way that is compatible with the way the brain learns. Today we introduce a new column that will explore what neuroscience is finding out about the way the 100 billion nerve cells in the brain function!
by News Editor
The eLearning Guild announces the publication of its annual salary report, the 2014 Global eLearning Salary & Compensation Report. The report examines data from more than 5,900 members of the Guild to analyze global salary and compensation trends, taking variables such as region, employer size, and education into account.
Instructional designers interview subject matter experts as part of the front-end analysis stage of design and while planning and creating instruction and performance support materials. The quality of these interviews can determine the quality of the results, so here are some valuable tips for planning, conducting, and following up on your time with the experts!
Games, simulations, virtual worlds, alternate reality games (ARGs), and 3-D immersive environments… For anyone curious about the relationship between these mediums, or looking for commonsense guidance for designing such experiences, make a note to add Koreen Olbrish Pagano’s Immersive Learning to your reading list in 2014.
There is an assumption that training provides enough learning and support to launch someone right to proficiency and competence the moment they leave the classroom. If the training is great and the learners learn, we are told, they ought to be able to perform competently from day one. This is hardly ever the case. Here’s why, and what to do about it.
The learning and development field is changing dramatically. There are new expectations about how we do our work and the contributions we make. Informal learning, social learning, narrating our work, and learning in the flow of work don’t necessarily need L&D support to flourish. Here are some guides for updating how we scaffold learning by using learning environments.
The final three steps in Conrad Gottfredson’s AGILE instructional design methodology (iterate and implement, leverage, and evaluate) provide context and prioritization for creating workable learning solutions; for integrating technology, people, and research in our performance-support efforts; and for designing the ways we measure the business impact of what we do.
What’s the difference between an instructional designer (ID) and a lead or senior instructional designer? It’s more than simply having more knowledge of design principles and learning theory! The critical factors are all about business. Here are some tips on developing these business skills, specifically as they pertain to instructional design.