In their new book, Into the Heart of Meetings, Mike van der Vijver and Eric de Groot delve into processes defining the power of meetings as a means of communication. With case studies, practical ideas, and thoughtful suggestions for effective meeting design, the book can help us design successful meetings and ensure desired outcomes for our courses and learners.
Delegation is a key skill for instructional designers, especially when turning content development over to end users and subject matter experts. However, just as in any other management effort, it is vital to delegate with control. Here are some key errors you want to avoid.
by Joe Ganci
Of all the tools available, how can you find the ones that will help you meet the needs of your staff’s talent, your eLearning topics, and the techniques and best practices you have adopted? In this update, Joe will help you discern the differences between the top tools that are available now, and he will give you an idea of what’s coming next!
by Jane Bozarth
Does an eLearning production have to exemplify Hollywood-level production values and adhere to every criterion of good taste in order for people to learn from it? Maybe not. This month, Jane gets down to the heart of the matter—what it really takes for eLearning to be “good.”
by Patti Shank
Bloom’s Taxonomy—the classification system used by countless instructional designers since the 1950s for creating learning objectives—has an updated version that brings it into the 21st century. The new taxonomy supports new methods of instruction and a new understanding of what learning is. Read about it in the latest eLearning Guild research report!
Is it necessary to communicate all content in the form of courses? There are real reasons to deliver some content as well-designed information instead of instruction. Marc invites us to think critically about what fits the eLearning paradigm and what doesn’t.
by Jane Bozarth
Those who are closest to a situation can be the last to notice a problem when it exists. Experts can have trouble getting beyond their expertise to find a better solution. Here’s a way to solve the old instructional design paradox: When you can’t see the forest for the trees.
by Bill Brandon
Change is the one feature of professional life that never changes, except to get faster. This is especially true for practitioners in eLearning, performance support, and talent management. How can you keep up with new delivery methods and systems, new learning and performance research information, and new development tools? Here are some ideas you can use.
In many organizations, subject matter experts (SMEs) often receive assignments that involve developing training or learning materials, even though they may not understand the principles of instructional design. A team of investigators did some practical experiments and came up with ideas you can use to help your SMEs at least understand how instructional designers design.