Found 330 bookmarks
Newest
Timid Instructional Designers Deserve What They Get
Timid Instructional Designers Deserve What They Get
When clients ask for crappy e-learning or provide unreasonable deadlines that don't allow for quality development, we need to push back. Being timid doesn't makes us team players, just pushovers. This is one of the benefits of freelance work for me--I can set boundaries and turn down the crappy jobs to focus on more rewarding work.
·skillagents.com·
Timid Instructional Designers Deserve What They Get
The Manifesto | Serious eLearning Manifesto
The Manifesto | Serious eLearning Manifesto
Principles for "serious elearning"
<h5>Provide Realistic Practice</h5> <p>We will provide learners sufficient levels of realistic practice; for example, simulations, scenario-based decision making, case-based evaluations, and authentic exercises.</p>
<h5>Enlist Authentic Contexts</h5> <p>We will provide learners with sufficient experience in making decisions in authentic contexts.</p>
<h5>Provide Realistic Consequences</h5> <p>When providing performance feedback during learning, we will provide learners with a sense of the real-world consequences.</p>
·elearningmanifesto.org·
The Manifesto | Serious eLearning Manifesto
Definitely Not One-Size-Fits-All: Learning and Development Job Titles — TheWorkSocial
Definitely Not One-Size-Fits-All: Learning and Development Job Titles — TheWorkSocial

A large list of job titles in the L&D world. This might be helpful for people job searching to have some other phrases and terms to look for.

Updated list 2014: http://theworksocial.com/blog/2014/4/25/learning-and-development-job-titles-2014

·theworksocial.com·
Definitely Not One-Size-Fits-All: Learning and Development Job Titles — TheWorkSocial
The Effects of Feedback Interventions on Performance: A Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory (Kluger & DeNisi, 1996) | Reading for Pleasure
The Effects of Feedback Interventions on Performance: A Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory (Kluger & DeNisi, 1996) | Reading for Pleasure
Research on the effects of feedback interventions. Feedback is not always beneficial for learning; in some cases, it can actually depress performance.
<p>The MCPL literature suggests that for an FI to directly improve learning, rather than motivate learning, it has to help the recipient to <em>reject erroneous hypotheses.</em> Whereas correcting errors is a feature of some types of FI messages, most types of FI messages do not contain such information and therefore should not improve learning—a claim consistent with CAI research.</p> <p>Moreover, even in learning situations where performance seems to benefit from FIs, learning through <em>FIs may be inferior to learning through discovery</em> (learning based on feedback from the task, rather than on feedback from an external agent). Task feedback may force the participant to learn task rules and recognize errors (e.g., Frese &amp; Zapf, 1994), whereas FI may lead the participant to learn how to use the FI as a crutch, while shortcutting the need for task learning (cf. J. R. Anderson, 1987). </p>
In the MCPL literature, several reviewers doubt whether FIs have any learning value (Balzer et al., 1989; Brehmer, 1980) and suggest alternatives to FI for increasing learning, such as providing the learner with more task information (Balzer et al., 1989). Another alternative to an FI is designing work or learning<br> environments that encourage trial and error, thus maximizing learning from task feedback without a direct intervention (Frese &amp; Zapf, 1994).
·dixieching.wordpress.com·
The Effects of Feedback Interventions on Performance: A Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory (Kluger & DeNisi, 1996) | Reading for Pleasure
Optimal Video Length for Student Engagement | edX
Optimal Video Length for Student Engagement | edX
In edX courses, about 6 minutes is the maximum length students will watch. In traditional online graduate courses for credit, the length could be longer, but this is a good reminder to keep things short.
The optimal video length is 6 minutes or shorter -- students watched most of the way through these short videos. In fact, the average engagement time of any video maxes out at 6 minutes, regardless of its length. And engagement times decrease as videos lengthen: For instance, on average students spent around 3 minutes on videos that are longer than 12 minutes, which means that they engaged with less than a quarter of the content.
·blog.edx.org·
Optimal Video Length for Student Engagement | edX
5 Essential Qualifications to Look for in an Instructional Designer | WPLMS
5 Essential Qualifications to Look for in an Instructional Designer | WPLMS
Justin Ferriman's list of ID qualifications. I disagree with almost everything on his list. Justin misunderstands the role of IDs and thinks we need to be mini-SMEs with industry experience so we don't "annoy" SMEs with our questions. I've written a lengthy comment rebutting his arguments.
·learndash.com·
5 Essential Qualifications to Look for in an Instructional Designer | WPLMS
What to look for in an Instructional Design and Technology Master’s Degree Program « Dr. Ray Pastore's Instructional Technology Blog
What to look for in an Instructional Design and Technology Master’s Degree Program « Dr. Ray Pastore's Instructional Technology Blog
Ray Pastore from UNCW provides a checklist of 10 things to consider for ID masters programs. He doesn't include creating a portfolio here, although he does talk about getting real experience. What's the point of real experience with a client if you don't have a portfolio to prove it?
·raypastore.com·
What to look for in an Instructional Design and Technology Master’s Degree Program « Dr. Ray Pastore's Instructional Technology Blog
Will at Work Learning: Case Question -- Concept Mapping, Question Answering, Multiple Sessions
Will at Work Learning: Case Question -- Concept Mapping, Question Answering, Multiple Sessions
Research on the effectiveness of concept mapping, answering retrieval questions, and reading in multiple sessions. I like the presentation of this in a scenario where you are asked to predict the results of research rather than simply summarizing the study.
·willatworklearning.com·
Will at Work Learning: Case Question -- Concept Mapping, Question Answering, Multiple Sessions