Best from the Brightest: Key Ideas and Insights for L&P Professionals - TiER1 Performance
48 learning and performance leaders share their favorite content shared in 2021. Use this list to find both new sources to read and new people to follow. Many of the participants also shared trends to watch in 2022, other recommended content, and additional people to follow. This list is heavy on evidence-informed design.
Learning Technology Mystery Series Presents “The Case of the Disengaged Learner” with Cara North - The Training, Learning, and Development Community
Cara North's recorded presentation on engagement in learning. Engagement can be cognitive, behavioral, or emotional. Additional resources at go.osu.edu/disengaged
Can You Teach Diversity and Inclusion? — Chief Learning Officer - CLO Media
Yes, you can, but training alone isn't enough
For diversity and inclusion training to stick, it needs support, reinforcement and a firm foundation in a broader talent management strategy that includes culture, leadership and learning and development.
Ask these questions: Does our culture embrace diversity and inclusion? Do our leaders understand their value to the business and the workforce? Do the organization’s talent management strategies and systems support and enable diversity and inclusion? If not, training would be precipitous because the right support for this type of development is not there.
Wiki by Kevin Wilcoxon with lengthy articles on learning and training. Categories are foundations, teaching online, course development, and the future (including references to the Serious e-Learning Manifesto). Currently everything is written by Kevin but you can sign up to contribute.
Big Dog, Little Dog: Five Years later: A Review of Kirschner, Sweller and Clark's Why Minimal Guidance during Instruction Does Not Work
Review of Kirschner, Sweller, and Clark's paper bashing constructivism, discovery, and problem-based learning, plus some context and research on the other side.
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.
With the title blaring, “<em>Why Minimal Guidance during Instruction Does Not Work”</em> rather than, <em>“Why Minimal Guidance during Instruction Does Not Work for Novice Learners,” </em>the authors almost seem to ignore that PBL is a necessity in order to promote deeper levels of understanding.
The paper relies heavily on Cognitive Load Theory, yet we have to realize that it is still a theory rather than a law.
Thus, both the authors and the constructivism movement are guilty of jumping on theories before they are fully understood.
Will at Work Learning: New Research Report on Using Culturally, Linguistically, and Situationally Relevant Scenarios
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.
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.
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.
My Top 25 blogs for 2008 | The E-learning Curve at Edublogs
Michael Hanley has collected his list of top 25 blogs, related to e-learning, learning, training, and education. I'm on the list, and I recognize most of the names here, but there are some blogs that are new to me.
Will at Work Learning: FREE Research Report on Feedback
21 points from research on feedback summarized, plus a downloadable free report with all the details. Feedback is generally good for learners and should tell them the right answers, plus maybe why it's right. Lots of insight about what kinds of feedback to use or how to use feedback depending on the results you're aiming for.
<li>Immediate feedback prevents subsequent confusion and limits the likelihood for continued inappropriate retrieval practice.</li>
<li>Delayed feedback creates a beneficial spacing effect.</li>
<li>When in doubt about the timing of feedback, you can (a) give immediate feedback and then a subsequent delayed retrieval opportunity, (b) delay feedback slightly, and/or (c) just be sure to give some kind of feedback.</li>
<li>Feedback should usually be provided before learners get another chance to retrieve incorrectly again.</li>
