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Christy Tucker

How Much Do People Forget? – Work-Learning Research

This is the link I send people to debunk the blanket claims about "people forget X% after Y time." The reality is that how much people forget depends on who your audience is, what they're learning, and how you train them.

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  • The amount a learner will forget varies depending on many things. We as learning professionals will be more effective if we make decisions based on a deep understanding of how to minimize forgetting and enhance remembering.
  • To be specific, when we hear statements like, “People will forget 60% of what they learned within 7 days,” we should ignore such advice and instead reflect on our own superiority and good looks until we are decidedly pleased with ourselves.

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Christy Tucker

LearnletsSolutions for Tight Cycles of Assessment - Learnlets

Mini-scenarios and branching scenarios provide better assessment than traditional multiple choice, but this provides some other options for deeper assessment that can still be scored by a computer.

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Christy Tucker

Scenario-Based Training for Workforce L&D

How scenario-based training reduces the time required to develop expertise, plus links to other articles and resources (including my blog posts)

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Christy Tucker

What Do You Know: About Brain Science and Adult Learning

When people claim they are designing learning based on "neuroscience" or "brain science," be skeptical. Sometimes it's real cognitive psychology research mislabeled as neuroscience. Sometimes it's fake research.

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  • Cognitive science has to do with the mind and mental processes, such as thinking, learning, and problem solving at the human (or other organism) level. Neuroscience has to do with the biology of the nervous system, including how the brain works, at the anatomical level such as neurons.
  • Bottom line: When you hear claims about neuro or brain related to training, you should ask: Is it cognitive science or is it made up?
Christy Tucker

Elearning Superstars - Weekly inspiration for your ELEARNING

Looking for inspiration in elearning? This is a library of elearning examples to spark ideas

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Christy Tucker

Remote Work Doesn’t Scale … or Does It? – Hacker Noon

The founder of Articulate explains how having a remote workforce makes it easier to scale up as a company grows

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  • Because we’re remote, we’re laser-focused on productivity. We know a team’s working well because they’re producing high-quality work. And we know when things aren’t working well because there are hiccups in productivity or quality.
  • In fact, I firmly believe that Articulate is better at collaboration and communication than many traditional companies because we haven’t had the luxury of assuming it’ll just happen organically. We deliberately architect the way we work to support collaboration and foster clear, direct, open communication.
Christy Tucker

Will at Work Learning: Major Research Review on eLearning Effectiveness

Will Thalheimer reviews the research on workplace learning to answer the question, "Does eLearning work?" He concludes that elearning does work, and blended learning works even better. The difference is based mostly on the instructional methods used, not the media.

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Christy Tucker

Go Design Something: Building Your Job-Winning Portfolio

Kristin Anthony's free course on building an instructional design portfolio

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Christy Tucker

Survival Tips for Learning Professionals | LinkedIn

5 tips from Alexander Salas for how to get a job as an instructional designer or elearning developer (although these apply to other fields too):
1. Have a website
2. Continuously develop new skills
3. Have daily social media presence
4. Develop work samples
5. Keep up with your industry

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Christy Tucker

Eminence-Based Education or the Terror of Famous & Shameless Eduquacks – 3-Star learning experiences

Education often becomes enamored with the ideas of people who have little or no research support for their theories. Rather than falling for the "appeal to authority" (especially those "authorities" with no background in education or science to back them up), we can reject what's trendy and popular in favor of evidence-based education practice.

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