by Jane Bozarth
Evaluation is something that every instructional designer talks about, but few actually do. This may be because designers only know about the Kirkpatrick “Levels.” Here are two alternatives that may be far more practical.
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by Douglas Welch
New Media – online video sharing, Podcasting, live video streaming, and online social networks – can expand the educational playing field. How you approach New Media is important. Here are some key suggestions.
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by Anne Derryberry
Stories have been the basis for teaching for thousands of years. Today, online and computer games are based on a “backstory,” and this makes these games compelling. Why not use this to facilitate learning?
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by Joe Ganci
Would you like to shorten the time it takes for a learner to demonstrate expertise, especially if it isn’t expensive to do so? But how? Yukon Learning's product called Cameo provides one innovative approach.
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by Chad Udell
Mobile learning often “lives” outside of the Learning Management System (LMS). This doesn’t mean that you can’t measure whether it’s working or not: maybe you just need to reconsider what you measure, and how.
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by Adam Eling
Localization of your courses to permit their use internationally may be an excellent way to save time and money, but you must plan and design content carefully. Here are eight tips that will ensure your courseware is as effective overseas as it is at home!
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by Jane Bozarth
Cognitive overload – too much information – is one type of problem for learners. Another type of problem that designers can create for learners is too many distractions from too many tools. Here’s how to recognize the problem, and what to do about it.
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by Bill Brandon
Adoption and use of social networking by younger workers, who will soon be managers and supervisors, is growing rapidly. How can you leverage this technology to ensure they are ready for their new duties?
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by Brian Taliesin
Mobile learning is a new frontier of business productivity, with truly compelling potential benefits, and some real challenges to adoption. Here is a five-step process for driving the successful design, development, and management of your mLearning initiatives.
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by Jane Bozarth
Designers often overload learners with information, hurting learning and learner motivation, and thereby undercutting the very thing we say we want to accomplish. A designer can avoid this by understanding cognitive load theory and memory; in particular, the concepts of working memory and long term memory. Here’s some applied theory you can put to work immediately!
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