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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
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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
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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
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by Michael Boyette

Given the task of creating eLearning that teaches “soft skills”—sales, coaching, and leadership are examples–it’s tempting to try to pack as much information as possible into a module. There’s a better, research-supported way to approach this kind of design challenge and shrink workplace learning to a manageable size. Read about it here.

Tip   |   April 16, 2014
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by Patti Shank

The eLearning Guild has completed an important study of how people interact with mobile devices. If you design mobile apps for eLearning, this study will help you design better: minimum sizes of text for various mobile devices, preferences for touching different devices, designing for keyboards, design differences for phones, phablets, small tablets, and large tablets, and much more.

Research   |   April 15, 2014
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by Art Kohn

It is a painful fact that employees quickly forget most of what they learn in training. The forgetting curve quickly erodes the benefit of the instruction—that is, unless you know the secret of the “booster”! Here is a simple way, proven through research, to improve memory and behavior change following instruction.

Column   |   April 10, 2014
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by Art Kohn

We try to design training, including eLearning, so that people will remember what they learn and apply it to the workplace. But people forget half the information that instruction presents within an hour, and 90 percent of it within a week. Can a designer do anything about this? Read what neuroscience knows about why we forget—the foundation for understanding how to deal with it.

Column   |   March 13, 2014
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by News Editor

Based on research, theory, and decades of experience, four learning industry experts have collectively established The Serious eLearning Manifesto outlining what they believe is required to use instructional technology and what is required to earn the right to use the learner’s time. All learning professionals are invited to join the movement and learn more in an upcoming Google+ Hangout.

News   |   March 11, 2014
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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!

Column   |   February 20, 2014
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