by Art Kohn
Some scandalous questions: What are the odds that your eLearning, by itself, will succeed at changing behavior? Put another way, “Does education matter?” Will teaching people new information really get them to behave in new ways? Art reveals some research that lay hidden for years, although it opens insights into what does and does not cause groups of people to change their behavior.
by Mark Lassoff
The catalyst to advancement in some types of eLearning is coding. With coding you can simulate just about anything and give learners a realistic experience that is either too expensive or too impractical to train for in real life. Want to start? This might be the place!
The problem with learning technology is not the technology itself, but how well it’s used. Here are seven cautions to keep in mind as you develop and implement learning technology solutions of all shapes and sizes, to assure that you don’t jump into things blindly and that you see the bigger picture.
by Jane Bozarth
Beliefs about learners can show up in an instructional designer’s work, often unwittingly. Sometimes it’s the beliefs of an SME or the client, sometimes it’s the designer’s assumptions. In online content converted from classroom materials, it can be the original designer’s unchallenged beliefs. This month, Jane looks at some ways assumptions and beliefs affect design decisions.
by Art Kohn
It can happen that, in a class or in a discussion, people get into arguments and disagreements that keep everyone from making progress. Even worse, instead of learning, people only get frustrated, unhappy, and unproductive. Frequently, it turns out that the problem was that each person was using a particular word in a different way. Here’s a simple exercise to help get past this.
Classroom training just doesn’t seem to get much respect. But it should. It still has an important role to play in the learning ecosystem, for at least four significant situations, and this month’s column points out just what those are—and what they aren’t.