Training organizations are moving toward an ideal: personalized learning. However, there is little agreement about what “personalized learning” means. In this article, the authors examine what personalized learning is in the corporate environment, and how organizations can prepare to meet this new learning need.
by Patti Shank
More eLearning professionals worldwide (5,923) took part in this year’s survey, meaning the validity of the data is greater and even more useful for improved benchmarking. The 2014 Global eLearning Salary & Compensation Report is available to all Guild members, free and paid. Read about it here!
by Jane Bozarth
How can you spark a conversation between 12,000 employees in 66 countries … simultaneously? Kimberly- Clark did it, and it worked because they recognized that if you want people to really connect via social tools you’ll allow room for human conversation. Just like in “real life.” Read about the experience, and the unexpected outcomes here!
by Nic Laycock
Ireland has always had a proud academic tradition. This article showcases Enterprise Ireland, which identifies good business initiatives in their start-up phase and supports them with exposure, advice, and funding. Learn about innovation and creativity at the cutting edge of the learning industry, in places where hardship from the EU financial crisis required new approaches.
by Art Kohn
The human brain is enormously powerful. It contains and controls our memories, our passions, our thinking, and our learning. Successful eLearning applications must work in a way that is compatible with the way the brain learns. Today we introduce a new column that will explore what neuroscience is finding out about the way the 100 billion nerve cells in the brain function!
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.
The final three steps in Conrad Gottfredson’s AGILE instructional design methodology (iterate and implement, leverage, and evaluate) provide context and prioritization for creating workable learning solutions; for integrating technology, people, and research in our performance-support efforts; and for designing the ways we measure the business impact of what we do.
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.
Few would dispute the convenience, low cost, and high efficiency of eLearning. However, dozens of ROI studies show the results, in terms of transfer to the job and impact on business results, are usually less than facilitator-led versions. It does not have to be this way. Here is an analysis of the reasons, and some recommendations that will make a difference in your real-world results.