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by Jane Bozarth

In Cargo Cult Training, the designer or the leader replicates what he saw teachers do, capturing the artifacts of instruction without understanding what’s underneath. This happens in classrooms and in online instruction. Why does it happen, and what can you do about it (or avoid falling into it yourself)? Here are some answers.

Column   |   March 1, 2016
38    2

by Sharon Vipond

Members of the learning and development profession who are not assessment specialists need assessment writing tools and resources to support them with guidance in this increasingly important skill area. Providing practical tools, templates, professional perspectives, and resources for creating today’s learning assessments is the goal of The eLearning Guild’s latest eBook.

Spotlight   |   February 17, 2016
15    0

by David James

How about this as a new mission statement for learning and development organizations? “Help people to do what they want to do, better.” Read that sentence carefully—there’s more there than meets the eye. People are already developing themselves professionally, without the involvement of L&D, because they want to do their jobs better. Here are five ways L&D can assist them—and should be doing so.

Feature   |   February 15, 2016
21    0

by Bucky Dodd

The majority of our work in eLearning design is performed in the invisible: discovering what is in the minds of subject matter experts and translating it into solutions. This requires finding a way to make our practices visible. The solution? An idea canvas: a shared language for modeling learning environments. This article explains how to create one and how to use it.

Feature   |   February 8, 2016
16    3

by Jane Bozarth

Does an instructional designer or other training practitioner need a specialized degree in order to work effectively? There’s a lot of debate about this. You should read this article and Jane’s suggestions, and decide what works for you. There’s not just one answer.

Column   |   February 2, 2016
32    4

by Seung Youn (Yonnie) Chyung, Valerie Gardin, Aly Summers, Kate Aument

Scenario-based learning and integrated branching strategies may support transfer of higher cognitive learning outcomes associated with problem solving, decision-making skills, or work-based practice. In this article, you will find an example of scenario-based learning applied to training restaurant personnel to deal with a situation with a high emotional component.

Feature   |   February 1, 2016
18    0

by Seung Youn (Yonnie) Chyung, Valerie Gardin, Aly Summers, Kate Aument

eLearning developers, especially novices, should be able to use scenario-based content design, a strategy that gets eLearning outside the “page-turner” box and engages learners more effectively. This article shows you how developers at Boise State University used a rapid eLearning development (RED) tool to create a scenario-based product for computer lab staff.

Feature   |   January 25, 2016
19    1

by Bill Brandon

In the face of ongoing, even disruptive, change, where should you focus in 2016? How can you engage and challenge learners more effectively? Here are solid best practices and fresh advice to guide you!

Spotlight   |   January 21, 2016
1    1

by David James

On Monday, our feature article addressed the frustrations employees feel as they struggle to keep up with advances in knowledge and practice, and offered general advice about strategy. In this article you will find additional tips that will help you direct your efforts in focused approaches that will lead to results.

Tip   |   January 20, 2016
19    2

by Bill Brandon

In more and more professions, employees struggle to keep up with advances in knowledge and practice, and we are not doing enough of the right things to help them in that effort. Essentially, learning is in a race with technology, and it is losing. In order to address the situation, here is a suggestion for reframing what we in L&D do.

Feature   |   January 18, 2016
29    3