Blog posts

2608 bookmarks
Newest
Twiddla
Twiddla
Online whiteboard tool. This looks like it might be worth investigating for those running into limitations with their existing tools. No plugins or downloads needed.
·twiddla.com·
Twiddla
How to give delayed FEEDBACK in a Google Form -
How to give delayed FEEDBACK in a Google Form -
Branching scenarios can be built in Google Forms. It may not be my first choice as a tool, but plenty of teachers in schools are restricted to Google tools. This post goes step by step to show how to provide either immediate or delayed feedback and how to create branching with the "Go to Section" option.
·sharingtree.blog·
How to give delayed FEEDBACK in a Google Form -
How long does it take to develop an online course? | UT Dallas eLearning Team
How long does it take to develop an online course? | UT Dallas eLearning Team
While a few studies exist about development time for workplace elearning, not as much seems to be readily available for higher education. This post has some breakdowns for development time for developing a syllabus, recording lectures, assignments, etc. The estimate for discussion board questions seems a little low to me (a good discussion question often takes more than 5 minutes to write and refine), but this is a good starting point. This is about 130 hours of work for a single online course.
·utdelearning.wordpress.com·
How long does it take to develop an online course? | UT Dallas eLearning Team
How to Write About Unfamiliar Subjects: Four Tips for New Topics | ProEdit
How to Write About Unfamiliar Subjects: Four Tips for New Topics | ProEdit
While this is about writing, this relates to instructional design as well. You start with a solid foundation of skills and an understanding of how to write for different audiences. You do research and work with a SME. Confirm details during the project. Batch your questions to SMEs to use their time efficiently.
·proedit.com·
How to Write About Unfamiliar Subjects: Four Tips for New Topics | ProEdit
LinkedIn
LinkedIn
"The Learners in the Learning" is Peter Nelson's summary and reflection after one of my recent webinars. He connects my points about focusing on what learners need to do to his own experiences with a great example about the value of observing actual learners.
Directly observing the behaviors of these folks gave me the insights I needed to tailor the solution. The same applies in a learning setting. Go watch that customer service agent <strong>IN PERSON </strong>and see for yourself what they are doing well, what they are not doing well, and what they might be totally missing.
·linkedin.com·
LinkedIn
How to be good at networking
How to be good at networking
Good networkers don't see themselves as networkers. They're mostly trying to help people.
Most people approach networking from the wrong angle. Rather than going into conversations thinking, “What’s in this for me?” he recommends that you should think: “How can I make this person’s day better?”
This moment crystallized a few simple ideas when it came to Gordon’s approach to people: Kindness and empathy are simple to execute, actions are essential, and you always have to consider who you’re interacting with and how what you do impacts them.
<p>So what is the major takeaway for those who want to be seen as connectors and/or expert networkers? Gordon says the first step is to remember it’s not about you. The bottom line is, relationships get stronger through empathy, service, and creating reciprocity where everybody wins.</p><p>Here’s the thing. Good networkers don’t see themselves as networkers at all—they just want to help people.</p>
·fastcompany.com·
How to be good at networking
Brain Science: Enable Your Brain to Remember Almost Everything | Learning Solutions Magazine
Brain Science: Enable Your Brain to Remember Almost Everything | Learning Solutions Magazine
Use memory boosters to reduce how much people forget after training.
So how often should information be boostered? We recommend that you send boosters out in three phases. You can keep this in mind by remembering 2+2+2. Send out boosters after two days, two weeks, and two months.
This first set of boosters should be “recognition boosters.” The strategy here is just to get people to try to recognize the right answer from a list of options.
The second phase of boosters should be sent about two weeks after the training and at this time you should send out “generative boosters.” In a generative booster, the learner does not just recognize the right answer from a list. Instead, they have to think about the topic and then create an answer out of their head.
The third phase of boosters should be sent about two months after the training, and at this time you should send out “integrative boosters.” An integrative booster again prompts the learner to retrieve the information, but this question specifically asks them to provide concrete examples of how they have made use of this information in their job.
·learningsolutionsmag.com·
Brain Science: Enable Your Brain to Remember Almost Everything | Learning Solutions Magazine
Sharing the Wealth - Mindful Mornings
Sharing the Wealth - Mindful Mornings
Patti Bryant mentions me in a blog post about how helping others and being generous with your resources helps consultants gain credibility and find new clients. A scarcity mindset says there aren't enough clients to go around and you should hoard your resources and knowledge. An abundance mindset says there's enough, so go ahead and share generously. (She doesn't use the phrase "abundance mindset," but that's what she is describing.)
·mindful-mornings.org·
Sharing the Wealth - Mindful Mornings