by Paul Clothier
“How to make e-Learning that plays on tiny screens?” and, “How to work without Flash?” are key questions in designing mLearning content for smart phones in general, and for the iPhone in particular. Would you be surprised to learn that you may already have the tools that you need to solve these problems? Many other tools are cheap or free. This article explains the workarounds.
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by Josh Little
The world is going open source, but that doesn’t mean every organization’s culture is open-sourced. New ideas and systems need nurturing. Growing a healthy learning community is a lot like growing a healthy garden. Here’s how to start your own.
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by Jane Bozarth
One of the most-discussed sessions at Learning Solutions 2010 was “The Great ADDIE Debate,” a conversation about the 21st-century relevance of the ADDIE process model (Analyze-Design-Develop-Implement-Evaluate), so often employed in instructional design. Rather than declare ADDIE dead, wouldn’t it make more sense to be sure that we are using it properly? Here’s a simple method to do just that.
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by Anne Derryberry
In February, Anne joined the Teacher Support Network in her community. She was assigned to a ninth-grade teacher and students, to help the students succeed in their classes so that they can stay on (or get on) a college-bound track. This also gives her an opportunity to experience life inside a high school classroom firsthand. This week’s column continues the story of that experience.
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by Jane Bozarth
This new addition to ASTD’s Infoline series is intended for American instructional designers who create instruction for delivery in another part of the world.
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by Josh Little
Traditional approaches to training are facing disruption. Disruptive innovation, in the form of social software, is sparking new philosophies about formal and informal use of collaboration to support learning. This is the first of two columns about this, and how you can adapt your approach to instruction to take advantage of these developments.
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by Anne Derryberry
Can a learning technologist find a way to harness social learning technology in a way that will offer supportive solutions for ninth-graders and their teacher? In August, 2009, Anne challenged readers to join her in volunteering for their local school. Walking her talk in this and the following several columns, she will share her experiences in doing just that.
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by Jeremy Vest
Google’s entry into social networking, Buzz, created quite a bit of buzz last week after its launch. While the service is not necessarily in its final form yet, and certainly not everyone who has tried it likes it, it certainly is not too early to start looking at Buzz as a potential learning environment.
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by Carmen Taran
Instructional designers must always deal with the question of how much is enough? Unfortunately, under the pressure of clients’ “I want it yesterday” demands, too often the default is to offer as little as possible in order to get the product out the virtual door on time and under budget. Take some time to savor this essay on avoiding superficiality!
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by Steve Foreman, Marc Rosenberg
Customers demand more flexibility, less disruption in how training is delivered, and faster, better access. Business demands more frequent updates to training content. Both Training and IT have a vested interest in meeting these demands. Despite their differences, the two groups ultimately have the best interests of the organization in mind and can only succeed when bridges are built between them.
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