Social Learning Systems

Focus on Observed Errors to Make Training Efficient | trainingmag.com

I took tennis lessons for years when I was a kid, and they were boring and mostly ineffectual, as evidenced by my weak tennis game. So when I signed up for my first lesson in 25 years while on vacation in Mexico, it was due more to boredom than to any thought that it would seriously improve my skills. I told my instructor, Rick, a crusty former touring professional from South Africa with a right forearm like Popeye and a complexion like tanned wildebeest hide, that based on past experience I didn’t expect a lot either from him or from myself. Rick asked me what my previous lessons were like, and I told him they had involved lots of verbal instruction and artificial drills. He laughed and said, “Don’t worry, doc, I don’t think you’ll have that problem today.”

Read the entire article here.

via trainingmag.com

Marc My Words: Back to Basics – When Training Is Not the Answer by Marc J. Rosenberg : Learning Solutions Magazine

 Fourteen reasons why people don’t perform, and what you might be able to do about it.

Read the entire article here.

via www.learningsolutionsmag.com

Marc My Words: Back to Basics – When Training Is the Answer by Marc J. Rosenberg : Learning Solutions Magazine

To be sure, learning is more complex than I can discuss here. But, assuming we’ve done our due-diligence to confirm that a learning strategy is appropriate, and assuring that the training will work whether we are developing a classroom course (including virtual classrooms) or an online (eLearning) program requires, at a minimum, that we make sure it reflects eight fundamental characteristics:

1. The right content — Of course, this is a primary concern. But the right content for the instructor or the training department may not be the right content for the learner or the sponsoring organization. Content should be more than just accurate; learners should see it as relevant and authentic as well. Take the time to find out exactly what you need to teach; no more and no less. Learners usually perceive courses that get the content wrong to be a waste of time.
   
   Read the full article here.

via www.learningsolutionsmag.com

Beginning Instructional Authoring: Why C.R.A.P. Is Exactly What's Needed (Part 1) by Patti Shank : Learning Solutions Magazine

A lot of eLearning would look better if it looked like C.R.A.P. Really. No, I’m not making a scatological reference – I mean the four overarching principles of visual design: Contrast, Repetition, Alignment, and Proximity.

People form opinions about what they see very quickly, and that goes for eLearning visual design as well. If your eLearning looks like something that belongs on a pathology slide, consider using the C.R.A.P. principles to help learners form a better opinion of your eLearning.

Robin Williams described these four visual design principles in her terrific book, The Non-Designer’s Design Book. After discussing alignment in last month’s article, I received a few e-mails asking me to explain these principles and how they relate to eLearning screens. Yep, I can take direction, and that’s a good idea.

Read the entire article here.

via www.learningsolutionsmag.com

Don’t you hope your surgeon had real-world training?: Instructional Design and eLearning: Tips, Advice and Reviews

When your airplane is about to take off or when a dentist’s drill is aimed at your mouth, don’t you truly hope the pilot or dentist had training that transfers to the real world? With that same passion, we should try to ensure the training we design and develop is transferable to the real world.

Learning transfer refers to acquiring knowledge or skills in one context that enhances a person’s performance in another context. This is known as positive transfer.

Read the entire article here.

via theelearningcoach.com

Evidence-Based Training: Debunking the Myth of Learning Styles « Workplace Psychology

In “Evidence-Based Training Methods: A Guide for Training Professionals,” Ruth Clark (2010) states that one of the biggest myths perpetuated by training professionals is accommodating different learning styles.

“The learning style myth leads to some very unproductive training approaches that are counter to modern evidence of what works…The time and energy spent perpetuating the various learning style myths can be more wisely invested in supporting individual differences that are proven to make a difference—namely, prior knowledge of the learner.” (Clark, 2010, p. 10)

Read more of this review of Ruth Clark's book here.

Clark, R.C. (2010). Evidence-Based Training Methods: A Guide for Training Professionals. Alexandria, VA: ASTD Press.

via workplacepsychology.net

Do You Need An Instructional Design Degree? » The Rapid eLearning Blog

 
If you do want to forego a formal education, here are a few tips to help you get started:

• Read books and apply what you learn to your projects. If you can’t apply them to real projects, create little mini modules where you practice different techniques.  Add them to your portfolio with an explanation of what you did and why.
• Connect with others so you’re always exposed to new ideas and challenged in your thinking.  One of the great things about social media is the access you have to all sorts of expertise.  Be prepared to connect in a genuine way.  People will tune you out if all you do is take.
• Develop a portfolio that demonstrates your understanding of instructional design.  I also recommend combining your portfolio with a blog.  The portfolio could be the formal environment to display your work.  Whereas the blog is like the sandbox where you can flesh out ideas.

You DO Need an Instructional Design Degree

The reality is that many employers require an advance instructional design degree.  If all things are equal, the person with the degree will probably always be considered first.

Whether you like it or not, you’re competing in the marketplace with other qualified instructional designers.  So you want to make sure that your skills and qualifications are equitable.  That means if you don’t have a degree you might never be considered for different jobs. 

via www.articulate.com

Read the entire article here.

How Long Does it Take to Create Learning? (2010 Research)

by Bryan C on September 14, 2010

Research Participants: 249 companies organizations, representing 3,947 learning development professionals, who have created content consumed by 19,875,946 learners.

All results are shown as ratios, showing number of hours of development to create 1 finished hour of learning (output)

 

We just completed a large-scale study and encourage you to use the results to benchmark and help improve your own internal development practices (see below):

How Long Does it Take to Create Learning?

via brandon-hall.com

Direct link

Make sure to check out the newest info on course development ratios. Extremely useful for anyone managing the development of traditional classroom and/or web-based training materials.

What is a Learning Technologist (part 2)? | eLearning Blog Dont Waste Your Time

Learning Technologists are, as I’ve mentioned above already, not always located in the same place in the Institution’s structure; sometimes we’re employed and work in a specific School (like me), sometimes there is a shared ‘pool’ of knowledge in the IT Team(s), and sometimes we are split between LTs that have student, staff or research specific areas of responsibilities. What is common is the need to keep abreast of technology changes, new pedagogical styles and approaches, and to have a relationship with, and be professional with, the people we work with; whether that is other LTs, students, or academic/administrative staff. That is where we can make the difference.

via www.dontwasteyourtime.co.uk

Please read this perspective...

eLearn: Feature Article - Identifying e-Learning Technologists

Who are Learning Technologists?

Learning technologists are an emerging community of technologists actively involved in managing, researching, supporting or enabling learning with the use of learning technology, which is described as "the broad range of communication, information and related technologies that can be used to support learning, teaching, and assessment" (Association of Learning Technology, 2007). They perform multiple roles and are responsible for many activities such as establishing e-networks, providing support for learning through technology, management, research, providing technical assistance, online tutoring and developing e-learning materials.

via www.elearnmag.org

This is an interesting look at our rapidly changing roles.