by Mary Arnold
In a finding that will probably surprise no one, researchers have concluded that men and women really do interact with software differently. These differences have implications for the design of effective training. Here’s how to design software training that prevents a bias against women without introducing a bias against men.
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by William Sparks
Do you enjoy a challenge? The author had to determine if specific harvest skills had been transferred from a workshop to lead farmers and then on to individual farmers in remote villages in Rwanda. The key to his success was the “clicker”: an audience response system. Not working in Rwanda? His tips will help you use clickers to lead focus groups in the corporate world, too.
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by Ben Betts
The oft-quoted “70-20-10” model posits that the majority of learning happens from on the job experience, as opposed to learning from peers or in a formal learning environment. Are we paying attention to the wrong part of the model? Read this review of 70-20-10.
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by Jane Bozarth
Every instructional designer knows that it’s important to engage the learner. With certain types of content, this is easier said than done, and sometimes our own design standards work against us. Jane shows you how to avoid boring your learners stiff.
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by Marc Rosenberg
Marc’s wish list for the New Year. How many of these are on all our lists?
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by Temple Smolen
The eLearning Guild recently published a report on 2010 e-Learning Salary and Compensation. One finding that generated much discussion is the 14.5% gender gap in pay. Why in today’s world does this gap still exist? Research Report author Temple Smolen drilled down further into the data to see if she could find an answer to that question.
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by Paul Signorelli
Technology tools that might still be on the periphery of our personal e-Learning radar screens are about to be adopted widely by those we serve, a newly released report shows. If we don’t develop an understanding of and familiarity with them now, the learners who currently turn to us for assistance may leave us behind.
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by Patti Shank
When does rapid e-Learning work best? What types of rapid authoring tools are there? Which rapid authoring tools do Guild members favor? Here are the answers from The eLearning Guild Research Getting Started in e-Learning Report on Rapid e-Learning, published February 10, 2010.
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by Colleen Carmean, Beth Davis, Ellen Wagner
Moodle™ is ranked as the #1 LMS product among eLearning Guild members with over 24% of respondents selecting it as their primary LMS. An excerpt from eLearning Guild Research report on The Evolution of the LMS: From Management to Learning...
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by Chris Stape
Research is giving us valuable new information about how the brain works, how humans learn, and how learning physically changes the brain. This article explains the roots of brain-compatible learning strategies based on research using brain-scan technologies, discusses the strategies that are most effective, offers a guide to choosing one, and offers tactics for implementing selected strategies.
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