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by Art Kohn

When the long-term training goal is retention and transfer of skills and knowledge, effective instructional design recognizes that certain key activities before and after a learning event (including eLearning and mLearning as well as instructor-led learning) are more important to success than what happens during the learning event. This article explains what pre-training is and its benefits.

Column   |   November 13, 2014
7    0

by Marc Rosenberg

You will be hearing a lot from The eLearning Guild and in Learning Solutions Magazine over the coming months about learning and performance ecosystems. This column expands on Marc’s introduction of the concept last month. Between these two columns and the white paper linked at the end of this one, you will gain a more complete understanding of this vital and emerging concept.

Column   |   November 11, 2014
17    0

by Jane Bozarth

In the United States Marine Corps, “improvise, adapt, overcome” has become an adopted motto in many units. It should be our motto in eLearning, considering all the times things don’t go the way we planned or the way we wish they would. Sometimes you just gotta punt.

Column   |   November 4, 2014
31    0

by Art Kohn

What is your goal as a teacher, an instructional designer, a training manager? What is the single aim of all teaching? This month’s column moves from research to application in the service of making a better world.

Column   |   October 16, 2014
16    0

by Marc Rosenberg

Training is not enough! We must move away from individual, siloed, “one-off” solutions to an ecosystem comprised of multi- faceted options that enhance the total environment in which we work and learn. Here is your high-level introduction to the ecosystem concept, and why it is so critical to your future.

Column   |   October 14, 2014
37    2

by Jane Bozarth

Textbooks and graduate courses on training and development sometimes suggest practices that are too good to be true in the real world where instructional designers live. Here are seven tips that are better matched to the challenges of our work.

Column   |   October 7, 2014
31    0

by Mark Lassoff

If you develop any type of learning content that is displayed in a mobile or traditional web browser, you should know about jQuery, a JavaScript library that is very powerful and also extremely easy to use. In this tutorial you’ll get a close look at a couple of the effects you can produce with just a little jQuery in your HTML code.

Column   |   September 18, 2014
5    0

by Art Kohn

For many instructional designers and teachers, one finding from research is so puzzling that they reject it immediately: that infusing training with strategic difficulties and challenges dramatically improves the learner’s long-term retention. Shouldn’t learning be easy? This month, Professor Kohn looks at the research and begins the discussion of how to apply it.

Column   |   September 17, 2014
29    0

by Marc Rosenberg

Has technology in our schools come upon a significant barrier? Is it the schools themselves? Technology can improve learning, but we may never reach its full value if the context where it is used—the school—does not significantly change as well. There are efforts underway to change schools, but we still have to ask if they are enough. Read here about what it will take to change the game!

Column   |   September 9, 2014
15    2

by Jane Bozarth

Needs assessment is critical to success in instructional design, but it is often left out for no good reason. (Expediency is not a sufficient excuse.) Here are a baker’s dozen of questions to ask.

Column   |   September 2, 2014
20    0