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by Marc Rosenberg

There is an assumption that training provides enough learning and support to launch someone right to proficiency and competence the moment they leave the classroom. If the training is great and the learners learn, we are told, they ought to be able to perform competently from day one. This is hardly ever the case. Here’s why, and what to do about it.

Column   |   February 11, 2014
75    4

by Jane Bozarth

The rise of social media and the accompanying interest in social learning is generating a lot of talk about community building. Many people voice similar concerns in these conversations, and at the same time there are many things that never come up as topics for discussion. Here are some suggestions for keeping the never-heard items from killing a community.

Column   |   February 4, 2014
35    5

by Marc Rosenberg

Training activity that doesn’t produce business value is primarily wasted. Here is the story of a training organization that believed it was creating value, but saw it in terms of its own desires, rather than servicing and supporting the key needs of the business, as defined by the business. Scary stuff. Don’t try this at home.

Column   |   January 14, 2014
23    1

by Jane Bozarth

As 2013 fades away, take time to remember and apply what we learned. Here’s a summary of some key ideas from Nuts and Bolts.

Column   |   January 7, 2014
22    1

by Marc Rosenberg

Does everything that’s done in the name of learning always make sense? Here are 11 stories about performance improvement gone awry, from getting away (far, far away) from the office to total makeover to the edifice complex and more. Enjoy!

Column   |   December 10, 2013
24    2

by Jane Bozarth

One of the most basic, seemingly most simple, elements of instruction—giving directions—seems like it ought to be so easy. Unfortunately, “simple” often turns out to be anything but “easy.” Giving clear instructions is something of an art, and here are some resources to support mastering it.

Column   |   December 3, 2013
16    0

by Marc Rosenberg

A house is no better than the foundation under it, and the same is true for eLearning: if the infrastructure won’t support it, you’ve got (expensive) trouble. Learn from this example that is currently creating so much concern in the US.

Column   |   November 12, 2013
20    3

by Jane Bozarth

Video plays a big part in classroom instruction; instructors lead learners through discussion and processing of the content. But video in eLearning is most often passive: no discussion or processing. By setting the stage, encouraging comments, asking for reaction, and giving the camera to the learner, you can turn video back into an engaging, socially facilitated activity. Here’s how!

Column   |   November 5, 2013
44    0

by Marc Rosenberg

”Smile sheets.” “Happy sheets.” We often hear level-one evaluation (the learner’s reaction to instruction) dismissed as trivial or unimportant. But maybe we’ve been asking the wrong questions. Here’s why level one is important—and how to do it in a way that provides insights that matter and that supports correct assessment of your work.

Column   |   October 8, 2013
33    0

by Jane Bozarth

We know, as designers, that a bulleted, text-heavy display of information is neither interesting nor compelling to most learners. What would make for an interesting or surprising look? What would break beyond the usual linear, bullets-in-a column structure? Consider the alternatives from designer Tracy Parish suggested in this month’s column.

Column   |   October 1, 2013
37    2