by Jane Bozarth
Beliefs about learners can show up in an instructional designer’s work, often unwittingly. Sometimes it’s the beliefs of an SME or the client, sometimes it’s the designer’s assumptions. In online content converted from classroom materials, it can be the original designer’s unchallenged beliefs. This month, Jane looks at some ways assumptions and beliefs affect design decisions.
by Bill Brandon
Beyond new developments in technology and new discoveries about how people learn, there is one thing that will revolutionize organizational learning strategies: developing and improving your organization’s learning and performance ecosystem. Here is our guide to the most significant things you can do in 2015.
by Art Kohn
It can happen that, in a class or in a discussion, people get into arguments and disagreements that keep everyone from making progress. Even worse, instead of learning, people only get frustrated, unhappy, and unproductive. Frequently, it turns out that the problem was that each person was using a particular word in a different way. Here’s a simple exercise to help get past this.
“Media convergence is a paradigm for understanding educational convergence that is revolutionizing the educational structure and creating a space for digital stories.” So says the publisher of this book, which focuses on web-based transmedia storytelling edutainment as an educational strategy. Should you add it to your library? This review may help you decide.
Classroom training just doesn’t seem to get much respect. But it should. It still has an important role to play in the learning ecosystem, for at least four significant situations, and this month’s column points out just what those are—and what they aren’t.
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.
by Mukta Raut
Although an eLearning module or course is more than the sum of its parts, despite our best efforts sometimes something seems to be missing. Often this is because the design or the execution needs a little help with meeting frequently encountered challenges. Here are basic solutions to five of the most common problem areas.
As the half-life of knowledge grows shorter, it is becoming harder for learning and development, including eLearning, to keep up with the demands placed on it. Attention spans are also getting shorter, and it isn’t enough to consolidate content down to a day instead of a week or to reduce to 90 minutes what used to be a three-hour-long training session. Is microlearning the answer?
When a company decides to embark on an eLearning project, there are many decisions to make. One of these decisions is about the choice between synchronous and asynchronous learning. What are the advantages and disadvantages of each of these approaches? Here’s a quick guide!