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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
11    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
30    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
27    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

by Art Kohn

Neuroscience has learned a lot about the way that the brain processes visual information. This article provides insights into the two distinct visual systems that operate concurrently and independently. Understanding these systems and how they work will provide instructional designers with important information bearing on ways to increase comprehension, retention, and transfer.

Column   |   August 14, 2014
28    5

by Marc Rosenberg

We hear a lot about giving the learner something to do through interactivity and we hear a lot about engaging the learner. They are not the same thing. Interactivity does not necessarily create engagement, and engagement does not necessarily require overt interactivity. Learn about the difference here, and about the “Four T’s of Engagement.”

Column   |   August 12, 2014
79    3

by Jane Bozarth

“What gets measured gets done” and “If you don’t measure it, you can’t improve it” are two management maxims that have been around so long nobody is sure who said them first. But what is certain is that it’s not as simple as just starting to measure something. Here are two questions that will help you avoid bad measures.

Column   |   August 5, 2014
16    3