What happens if you let learners try to figure it out themselves first, and only then teach them? They could learn much more deeply, according to several studies. Learn more.
Category: Instructional design (page 3)
“Learning should be fun!” But what’s “fun?”
Do haunted castles or wise wizards really make learning “fun?” Research suggests that developing mastery is what’s really fun. Learn more.
Why you want to put the activity first
Turn traditional training on its head: Challenge learners from the start with decision-making scenarios and let them learn through experience. It’s not only more interesting and memorable, it makes our designs more efficient. Learn more.
3 powerful ideas you should steal from marketing
A popular commercial for shaving products gives us three ideas we can use to make training memorable and motivating. Learn more.
Three simple but powerful ways to get love from your leaders
Business leaders love their L&D departments! Well, maybe 20 percent of them do, according to surveys. Here are three ways to get real business results and win the love you deserve. Read more.
Learning & development people unite!
We, the downtrodden and ignored learning and development professionals of the world, hereby shake off the shackles of convention and obedience and proclaim the arrival of a new order! Read more.
Can we use training to motivate?
Is low motivation a problem on its own, or is it caused by something else? Can training help, or is it a waste of time? Here are some ideas to consider. Read more.
What to do if they just want “awareness”
“We just need everyone to be aware of the policy,” your client says. In response, you could obediently crank out a 97-slide information dump — or you could ask a few powerful questions. Read more.
How action mapping can change your design process
Happy action mapping users say that the model helps them create lively elearning. But would it fit into your design workflow? Here’s a look at the process from start to finish. Read more
Are learners idiots?
Are you under pressure to treat your learners like clueless children? Here are some ways to manage a stakeholder or that voice in your head that wants to lead learners by the nose. Read more
Elearning scenario example: Have learners use the job aid
Often we’re told, “Put this information into a course.” But what happens if we put the information into a job aid instead, and then give learners mini-scenarios that help themuse the job aid? Read more
Do they just know it, or can they USE it?
It’s easy to write activities that test whether learners know something. How can we make learners use their knowledge as well? Let’s compare two types of activities. Read more
Are instructional designers doormats?
It’s tempting to think we should never question clients’ processes. However, we have a valuable outsider’s perspective that can help our clients improve performance through every means, not just through a course. Read more
Technical training: What do they need to DO?
If you don’t identify what people do with the software and design your training around that, you could create an information dump that helps no one. Focus on what they need to do, not what they need to know. Read more
Checklist for strong learning design
Action-packed elearning or boring information dump? This provocative checklist will help you evaluate and discuss your elearning materials. Read more
Learning styles: Worth our time?
We’re wasting our time talking about appealing to learning styles when research has identified far more powerful techniques. This post summarizes two meta-analyses about learning styles. Read more