by Marc Rosenberg
Imagine a world where the tools we use remove complexity rather than add to it, and are so intuitively easy to use that we can operate them—correctly—the first time, precisely when we need to use them, with minimal risk. The possibilities for this are here. Are you ready for them? Marc talks about performance support, training, and saving lives.
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by Bill Brandon
In thinking about the future, it often helps to hear the way that someone from outside the eLearning community sees the way ahead. At mLearnCon 2012, we asked angel investor Jason Calacanis some questions about the future of eLearning and recorded his answers in a short video. You’ll find his vision and insights extremely challenging!
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by Jane Bozarth
There is no magic formula for assessing the value of social interactions; no formula like “two hours on LinkedIn + four comments in groups = tangible outcomes for the organization.” So how do you know time spent using social media isn’t wasted? Jane has some ideas you can use.
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by Michelle Lentz, Brandon Carson
In the BYOD (bring your own device) world, users expect mobile learning to work—all the time, every time—on whatever device they are holding. To meet this challenge, it is more important to focus on the user first and then on the technology. Here are some key requirements and best practices that mobile learning designers must understand in order to be successful.
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by Julie Dirksen
Do you learn more by interacting with a live person, or by interacting with a computer? Does the belief that you are interacting with another person (as opposed to a computer) affect learning? In this first installment of our new research review series, a study looks beyond the Turing Test. This article summarizes the findings and offers some implications for instructional design.
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by Jennifer Neibert
If you’re looking for the next must-read book for learning professionals, this is it. Michael Allen’s latest work, Leaving ADDIE for SAM, outlines his successive approximation model (SAM)—an approach that reduces the overall complexity of traditional instructional design processes, offering a more flexible, iterative, and productive model for today’s instructional designers and developers.
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by Reuben Tozman
When instructional designers plan to develop content for training or education, they typically consider many elements that can affect the learning outcome. However, it is rare to include what it takes to generate specific data that will help determine the business impact. Fortunately, data science can help identify the data to focus on, as you will see in this article.
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by Jane Bozarth
Learning can be difficult, but unlearning is the real challenge. Whether as students or teachers, we have to adapt and be as willing to unlearn as to learn.
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by Brian McWalters
Creating effective annual compliance training is a common challenge for instructional designers. How can such training “cover all the bases,” yet be interesting and compelling for learners? At CarMax, creating an illusion in the minds of the learners paid tangible dividends! Read how they did it.
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by News Editor
How can you develop and deploy eLearning quickly, efficiently, and with positive results and buy-in? What does the research say about which eLearning development and implementation methods work best and which methods are unreliable or ineffective? Here are top tips from execution experts!
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