Imported from Diigo

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.

Twine (and similar systems) allow paths to merge, reducing the number of possibilities, but at the cost of making the scenario more like a narration and less like a game. 

When no special efforts are made to hold learning methods constant, elearning tends to outperform traditional classroom instruction.

What matters, in terms of learning effectiveness, is NOT the learning modality (elearning vs. classroom); it’s the learning methods that matter, including such factors as realistic practice, spaced repetitions, real-world contexts, and feedback.

The bottom line is that elearning in the real world tends to outperform classroom instruction because elearning programs tend to utilize more effective learning methods than classroom instruction, which still tends to rely on relatively ineffective lectures as the prime instructional method. Indeed, the finding that blended learning outperforms classroom instruction alone is a testament to this truth. When learning designers add technologyenabled capabilities, they tend to add learning methods that are different from—and more effective than—those typically used in the classroom.

In general, providing learners with realistic decision making and authentic tasks, providing feedback on these activities, and spreading repetitions of these activities over time produces large benefits.

In this study, researchers wanted to know whether using short labels on screen, instead of more extensive text, would support learning.

The results revealed that labels produced better learning retention, especially when presented with an audio voiceover, but did not improve the learners’ ability to demonstrate the safety maneuver using a real firstaid dummy.

First, elearning can target many types of learning. As evidenced in the research cited, elearning is not relegated to simple learning materials or trivial tasks.

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 <em class="markup--em markup--p-em">Articulate is better at collaboration and communication</em> 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.

It didn’t take long for me to realize that working remotely actually fostered a culture of productivity. After all, the only way I knew people were working was when they delivered tangible work product.

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.<em> </em>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 <em>neuro</em> or <em>brain</em> related to training, you should ask: Is it cognitive science or is it made up?

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.

Many of the experiments reviewed in this report showed clearly that learning methods matter. For example, in the Bahrick 1979 study, the best learning methods produced an average forgetting score of -29% forgetting, whereas the worst learning methods produced forgetting at 47%, a swing of 76% points.