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Activity ideas for virtual instructor-led training
Interesting and thoughtful response to the eLearn Magazine article "Why Is the Research on Learning Styles Still Being Dismissed by Some Learning Leaders and Practitioners" by Guy Wallace. Donald ultimately agrees with the idea that instructional designers don't need to spend their time worrying about learning styles, but people who work with individual learners may find them valuable.
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That is, when you analyze a group, the findings often suggest that learning styles are relative unimportant, however, when you look at an individual, then the learning style often distinguishes itself as a key component of being able to learn or not.
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Thus the main take-away that I get from the paper if that if you are an instructor, manager, etc. who has to help the individual learners, then learning styles make sense. On the other hand, if you are an instructional designer or someone who directs her or his efforts at the group, then learning styles are probably not that important.
Review of Bozarth's Social Media for Training plus responses to common misconceptions about social media and social learning
Review of Kirschner, Sweller, and Clark's paper bashing constructivism, discovery, and problem-based learning, plus some context and research on the other side.
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Thus Kirschner, Sweller and Clark's paper is an important reminder for us to not carry Problem Based Learning (PBL) to its extreme. That is, while it has its strengths, learners often need a more direct approach in order to build a solid foundations before being presented with PBL.
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With the title blaring, “Why Minimal Guidance during Instruction Does Not Work” rather than, “Why Minimal Guidance during Instruction Does Not Work for Novice Learners,” the authors almost seem to ignore that PBL is a necessity in order to promote deeper levels of understanding.
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Nice summary of the benefits of scenario-based learning
Dave Ferguson's spreadsheet of training and learning conferences, sorted by event date or due dates for proposals
Bryan Chapman's updated research survey results on how long it takes to develop ILT and e-learning
Lengthy study from 2005 comparing how e-learning is used in Australia and Korea, finding some similar concerns. Like most other studies, this one has found that e-learning "cannnot on its own guarantee successful learning outcomes for students. The way in which the teacher and the learner utilise the technology continues to be important."
Myths and truths about training and learning from a #lrnchat discussion
Practical tips for webinars, mostly logistic issues that you might not think about if you're not used to presenting online
New URL: http://elearnmag.acm.org/archive.cfm?aid=1710034
Interview with Brinkerhoff on the research history of the Success Case Method and evaluating training
Two-page summary of Brinkerhoff's Success Case Method for evaluating training programs
Tips for using your voice effectively in webinars or for recording audio for e-learning
How IBM is using Second Life for training to help learners grasp concepts that are hard to teach in other formats. One example given is a large model of a data flow so participants could walk through the same pathways that data would follow.
Collected links to live blogging posts from LearnTrends (including mine)--nice to have all of them together in one place
Comparison of problem-based learning and scenario-based learning, where problem-based learning is text-based case studies and scenario-based learning is interactive, dynamic, and time-limited.
Project-based learning example with a webquest for sales training. Created by Joe Deegan, permission OK so can be modified/reused by others
Good points on acting like real professionals, not just "order takers" when developing training/learning
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You wouldn't hire an interior designer only to inform.them that you've already chosen all the colour schemes and furnishings; you wouldn't engage an accountant and then explain to them the way you wanted them to process your figures; you wouldn't employ a fitness trainer and then tell them what to include in your workout; you wouldn't buy a dog and then insist on doing all the barking.
So why, then, do we continue to encounter situations in which line managers tell the guys from l&d exactly what they want in terms of learning interventions, with the expectation that the they'll simply take those instructions and run.
Free e-book in three parts: "Beyond E-Training," "Beyond the Classroom," and "Beyond Learning." Includes case studies and examples of how organizations are doing more with e-learning than traditional classroom training.
Research on how to support learning with scenarios that are relevant to the specific situation. Even though this is explicitly about workplace training, the major recommendations could be adapted for instructional design in education contexts too.
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Utilize decision-making scenarios. Consider using them not just in a minor role—for example at the end of a section—but integrated into the main narrative of your learning design.
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Determine the most important points you want to get across AND the most important situations in which these points are critical. Then, provide extra repetitions spaced over time on these key points and situations.
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