by Patti Shank
What is the best way to position learning on mobile devices? It makes sense to use these devices to provide support for learning since we carry them with us all the time. A 2013 research report from The eLearning Guild can show you some great examples of how organizations are implementing this kind of augmentation.
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by Julie Dirksen
As an instructional designer, how do you handle situations where there’s not a knowledge problem? Where people know what to do, but just don’t do it? Here’s a review of a recent research study on the influence of visceral experience on behavior. It will suggest a way that you may want to try when dealing with these cases.
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by Patti Shank
Imagine a breakout session with five opinionated Guild Research writers at the 2013 Learning Solutions Conference in Orlando, jam-packed with questions and laughter from both panelists and audience members. Here’s some of the fun (and information) from that session.
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by Clark Quinn
A constant challenge for instructional designers is finding or developing well-designed examples, including explanations. Could learners provide and document the examples? Research to the rescue! You may be surprised (and pleased) by what this study discovered.
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by Patti Shank
The eLearning Guild’s Global eLearning Salary & Compensation Report always attracts a lot of attention. Here is an overview guide to the report itself, which is a free download (linked in article). Take a look, see what the excitement is about, and use our official Guild Research Salary Calculator!
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by Patti Shank
Bloom’s Taxonomy—the classification system used by countless instructional designers since the 1950s for creating learning objectives—has an updated version that brings it into the 21st century. The new taxonomy supports new methods of instruction and a new understanding of what learning is. Read about it in the latest eLearning Guild research report!
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by Angela van Barneveld
In many organizations, subject matter experts (SMEs) often receive assignments that involve developing training or learning materials, even though they may not understand the principles of instructional design. A team of investigators did some practical experiments and came up with ideas you can use to help your SMEs at least understand how instructional designers design.
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by Patti Shank
What are members of The eLearning Guild saying about the tools they use in their work? Recent Guild research reports offer the comments of members about eLearning software, and here are a few of those responses.
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by Julie Dirksen
In academic approaches to teaching and learning that focus on knowledge rather than skill, the activities often involve traditional studying that involves repetition of the content. There are other methods that may also support learning. Do you know which one works best? One study attempted to find an answer to that question.
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by Patti Shank
Do you like your work but feel that you’re working too hard? If so, you have company, because many of your colleagues expressed similar feelings in the research report The eLearning Guild released on December 5, 2012. Here’s a summary of some surprising findings from the 674 respondents to a survey we conducted recently.
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