Internet Time Wiki / The Book
WORKERS LEARN MORE in the coffee room than in the classroom. They discover how to do their jobs through informal learning: talking, observing others, trial-and-error, and simply working with people in the know. Formal learning—classes and workshops—is the source of only 10 to 20 percent of what people learn at work. Corporations overinvest in formal training programs while neglecting natural, simpler informal processes. More happens in a minute today than in one of your great grandmother’s minutes. Learning is that which enables you to participate successfully in life, at work, and in the groups that matter to you. Executives don’t want learning; they want execution. • Increase sales by making product knowledge instantly searchable • Improve knowledge worker productivity • Transform an organization from near-bankruptcy to record profits • Generate fresh ideas and increase innovation • Reduce stress, absenteeism, and health care costs • Increase professionalism and professional growth
The 10-Minute Instructional Design Degree by Jane Bozarth
“But here’s the thing: regardless of what side of the fence you’re on, whether all designers should have formal training is not the same as whether they will.” Many people working in training and instructional design came to it through side doors, such as topic expertise or Web design. Is this a problem – or just a fact of life? There are heated debates about whether everyone working in the field should have formal training, as well as discussions of the pros and cons of academic instructional design programs. Design assessments first. What would you add to the “10 Minute ID Degree” program? Want more? Cathy Moore’s blog The Rapid eLearning Blog Clark, R. & Mayer, R. (2011) e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. 3rd Edition. Schank, R. (2005).
Time to Develop One Hour of Training
Designing training is as much of an art as it is a science. However, that doesn’t mean we should abandon the act of trying to figure out how long it takes to develop an hour of training. Scientific measures and standards can be applied at least as rough guidelines. With some type of standard, it becomes possible to gain a general idea of how much time a training project might take. Too often when asked about developing training, internal and external clients hear “it depends.” Here are the results from a survey we developed in a rough attempt to align credible numbers for use in estimating work based on delivery method and complexity of interactivity. Demographics To conduct the study, we reached out to our peers in the industry to gather data and had 47 respondents, of which 83 percent have a degree related to the field of instructional technology/design. Results The mainstay of our study covered various development tools and the levels of interactivity based on the ADDIE model.
Book Review: Design for How People Learn
Julie Dirksen’s Design for How People Learn is a great book for instructional designers because it actually is written using the principles taught. Some instructional design books use a “do as I say, not as I do” kind of approach: they talk about chunking content into manageable amounts, using effective visuals, and motivating learners, but they are filled with long, unbroken blocks of dry text. Design for How People Learn is an easy, fun read, with lots of visuals and realistic examples that touch on frustrating problems instructional designers face. Julie says, “I recently heard the advice for authors that you should write the book you want to read but can’t find. Lots of Images Images are interspersed in every topic. When I was reading this book, I realized that I suddenly started using a lot more visuals in the course I was developing. Stories and Examples Accessible Research The book includes lots of research about how we learn and remember, but it’s very accessible. More Info
Dr. Curry Discusses: An immediately accessible instructional design education
Cammy at Learning Visions asked me to whittle my list down more. As a former English teacher, I relish the thought of making my writing "tighter." So while the purpose of my initial post on how to get an instructional design education without paying tuition was meant as a "here's what you need to know," I still missed the mark. Let me explain. All of these posts back and forth with Cammy have dealt with instructional design in a non-academic context. So I decided I was going to trim the list to only FOUR things, and they couldn't be theory-laden. See the list after the jump. My list of four things to read would include: The Conditions of Learning, by Robert Gagné (the beginning of ID) Training Complex Cognitive Skills, by Jeroen J.G. van Merriënboer (the beginning of ID's future) First Principles of Instruction, by David Merrill (a synthesis of all theories and models) The Design of Everyday Things, by Donald Norman (as I said, good design is good design)So what about you ID fans?
eLearning 101 Part 3: Development Roles
eLearning 101 Part 3: Development Roles includes the roles and responsibilities that are included during the development process. Some roles are mandatory during any course development process, while other roles may be optional depending on the needs of the course. In eLearning Part 1: Introduction to eLearning you were introduced to the concepts of eLearning and approaches to learning. In eLearning Part 2: Planning eLearning, we discussed planning and how to create a storyboard, the audio or script writing process and various methods of interactivity. To return to the previous sessions, click on the links. eLearning Part 1: Introduction to eLearningeLearning Part 2: Planning eLearningeLearning Part 3: Developmental RoleseLearning Part 4: Development Process CommunicationsRecordingPublishing eLearning Part 5: Evaluating This section includes the roles and responsibilities that are included during the development process. Mandatory Roles The Development Process eLearning 101:
Top Instructional Design Trends and Outlook for 2014
As an e-learning, m-learning, and ILT vendor-partner working directly with clients and as manager of a team of instructional designers, Catherine Davis actively works on innovative instructional design projects every day. Preparing for the new year ahead, Catherine recaps the instructional design trends and opportunities in 2013 that we’ll continue to see in 2014. While instructional technology, including m-learning and gamification, made headlines, storytelling chops and effective communication skills were just as important. 2013 was a fascinating year with changes in the industry that kept us all on our toes with a wide variety of instructional design projects. Before you pack your snow pants, surf board, or that hefty book you’ve been eyeing for your holiday travel plans, let’s take a look at some top trends for instructional designers that made an impact in 2013 and will continue into 2014. Employing M-Learning Get clear on your client’s needs. Focusing on Storytelling
