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by Art Kohn

For many instructional designers and teachers, one finding from research is so puzzling that they reject it immediately: that infusing training with strategic difficulties and challenges dramatically improves the learner’s long-term retention. Shouldn’t learning be easy? This month, Professor Kohn looks at the research and begins the discussion of how to apply it.

Column   |   September 17, 2014
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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!

Research   |   September 16, 2014
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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.

Research   |   August 28, 2014
15    1

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.

Column   |   August 14, 2014
29    5

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.

Column   |   July 17, 2014
29    1

by Patti Shank

The eLearning Guild’s newest research report says training ROI studies are flawed because they do not measure results. Executives told us one question interested them more than ROI: Do employees have the skills needed to do their jobs? A study on that issue by the Organisation for Economic Co-operation and Development has huge implications for education and training. Read about it here.

Research   |   July 15, 2014
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by Patti Shank

Is ROI (return on investment) an appropriate measure to demonstrate whether eLearning was effective? Do executives and decision-makers actually care about ROI measures of learning, or do they look for other non-financial, perhaps intangible, evidence that eLearning worked? A new eLearning Guild research report offers some stunning new ideas about the right answers to these questions.

Research   |   June 17, 2014
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by Art Kohn

Researchers have reported that the average attention span of American adults has dropped, possibly to even as little as five minutes. Is this due, as other researchers suggest, to changes in the human brain, brought about by modern technologies such as television and the Internet? Maybe, maybe not. Art opens a discussion of what we know about helping people pay attention.

Column   |   June 12, 2014
35    1

by Patti Shank

Instructional designers often need to have reliable data about how people do things, but no data exists. When this happens, designers can take a chance and go with their gut, or they can do actual research. But formal research is hard and it is expensive. A better answer sometimes may be to collect observations using crowdsourcing. This month, learn how to do effective crowdsourcing.

Research   |   May 20, 2014
3    0

by Art Kohn

In his recent columns, Art has explained the nature of memory and ways to change the shape of the “forgetting curve.” In this column, he adds another important technique for overcoming forgetting: boostering.

Column   |   May 15, 2014
44    0