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by Stephen Meyer

Should learning be easy and effortless? Many designers approach their task under the assumption that it should be. However, research says otherwise: Struggle has long-term benefits for learning. Read about it here, and about how you can put the research findings into practice.

Tip   |   January 8, 2015
11    0

by Ben Muzzell

Large formal training programs feel tangible and impressive. Unfortunately, they may also be cumbersome, inefficient, and quickly outdated. Research also indicates that optimal learner focus only lasts about 10 to 18 minutes. “Microlearning” can make content more visible, extendable, reusable, and up to date while offering minimal disturbance to the daily work schedule. Read about it here!

Feature   |   December 29, 2014
24    2

by Art Kohn

During the last 30 years, the notion of learning styles has become popular in corporate training. This month’s column explores the concept of learning styles and examines the evidence about its pedagogical effectiveness.

Column   |   December 17, 2014
35    6

by Stephen Meyer

Is interactive always better? Hands-on modules are great when teaching technical skills, but what about nuanced topics like effective communication or price negotiation? A recent study suggests that certain subjects benefit more from “vicarious” learning. Sometimes watching trumps doing. Read about it here!

Tip   |   December 16, 2014
22    2

by Art Kohn

When the long-term training goal is retention and transfer of skills and knowledge, effective instructional design recognizes that certain key activities before and after a learning event (including eLearning and mLearning as well as instructor-led learning) are more important to success than what happens during the learning event. This article explains what pre-training is and its benefits.

Column   |   November 13, 2014
12    0

by Art Kohn

What is your goal as a teacher, an instructional designer, a training manager? What is the single aim of all teaching? This month’s column moves from research to application in the service of making a better world.

Column   |   October 16, 2014
23    0

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
31    0

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
8    0

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