Nicci Nesmith Hammerel's List: Instructional Design

• With less than 1 percent of respondents reporting they no longer use classroom instruction, it appears that new forms of instruction are not replacing classroom learning—at least in the short term—but rather supplementing and shaping it.
• More than two-thirds of respondents say their organizations use blended learning (combinations of synchronous and asynchronous, classroom, and e-learning).
• fewer than 5 percent of respondents do not think the use of social media will increase over the next five years. Mobile learning, social networks, podcasts, and wikis are the social media tools that comprised the top four mediums being considered for use in the future.
• The lack of widespread adoption of social media technologies may stem from the inherent difficulty in implementing social media solutions.

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• The use of games designed specifically for learning can increase engagement and motivation. Sales, leadership, and technical training often use such games. Research is in a nascent stage, but it is thought that purposefully designed games, blended with carefully constructed learning objectives, can improve learning outcomes.

• A University of Colorado Denver Business School study found those trained on video games do their jobs better, have higher skills and retain information longer than workers learning in less interactive, more passive environments.
• Sitzmann spent over a year examining 65 studies and data from 6,476 trainees and discovered those using video games had an 11 percent higher factual knowledge level, a 14 percent higher skill-based knowledge level and a 9 percent higher retention rate than trainees in comparison groups.
• The research validates the time and the millions invested by businesses to develop video games for trainees.
• She said games work best when they engage the user, rather than instruct them passively. She found 16 percent of the games she studied were too passive and no more effective than other teaching methods.

• Second, employees should have access to the games whenever they like.

   

  "One of the advantages of games is that they are intrinsically motivating, resulting in employees choosing to repeatedly engage in game play and mastering the skills," Sitzmann said.

   

  Finally, video games must be part of the instruction but not the only instruction. Employees must be taught before and after the games to ensure they grasp the entire scope of the job.

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• data from 6,476 trainees and discovered those using video games had an 11 percent higher factual knowledge level, a 14 percent higher skill-based knowledge level and a 9 percent higher retention rate than trainees in comparison groups.
• She said games work best when they engage the user, rather than instruct them passively. She found 16 percent of the games she studied were too passive and no more effective than other teaching methods.
• Second, employees should have access to the games whenever they like.
• Finally, video games must be part of the instruction but not the only instruction. Employees must be taught before and after the games to ensure they grasp the entire scope of the job.

2 more annotations...