September 28, 2015 A major characteristic that requires your examination when choosing your e-Learning courseware is “usability.” Wikipedia tell us that, “In human-computer interaction and computer science, usability studies the elegance and clarity with which the interaction with a computer program or a web site is designed.” When analyzing an e-Learning course, one of the ways you can define “usability” is to examine how user-friendly or appealing that program appears to be....
September 23, 2015 Too many organizations blindly repeat the “old ways” of doing things year after year. They seldom revisit decisions made long ago and, instead, just keep plodding along the same tired path. There’s a better way! Periodically, we should all take an inventory of our training initiatives and objectively evaluate how they meet the following tests: • Have your training initiatives been directly tied to your company’s business objectives? •...
September 18, 2012 Some of us may get rewarded for introducing the latest advances in technology learning into our organization. Some of us, who produce our own e-Learning courses, may even enter our latest examples into national “best in learning” contests. And, some of us might even win those prestigious awards. However, you’ll be well served if you keep the following statement indelibly etched in your mind: “Don’t judge yourself by the...
September 16, 2015 Simply put, “A title is not a title.” Just because a vendor’s catalog lists a course entitled, “Centrifugal Pump Maintenance” does not mean that the course described will actually train anyone in how to perform maintenance on a centrifugal pump. It is simply a title until the innards have been examined by someone who knows the subject, understands instructional design principles, and is aware that multiplemedia presentations are the...
September 14, 2015 Robert M. Hutchins, former President of The University of Chicago, said it best: “Ideal education is one that develops intellectual power. It is not one that is directed to immediate needs; it is not a specialized education, or a pre-professional education; it is not a utilitarian education. It is an education calculated to develop the mind. . . . without the intellectual techniques needed to understand ideas, and without...
September 9, 2015 “The world of education is currently undergoing a massive transformation as a result of the digital revolution. This transformation is similar to the transition from apprenticeship to universal schooling that occurred in the 19th century as a result of the industrial revolution. In the apprenticeship era, most of what people learned occurred outside of school. Universal schooling led people to identify learning with school, but now the identification of...
September 2, 1915 “. . . according to Paul Golden, founder and managing partner of Schilling Ventures, LLC., the biggest obstacle facing the manufacturing sector today is the lack of skilled training. . . . Employers are struggling to find individuals who are skilled and mechanically adept. ‘Workers don’t know enough trade skills. This is compounded by many school districts failing at the basics of education for individuals headed to the shop...
August 31, 2015 As you know, most media courseware includes a final exam. The courseware that has truly meaningful exams has a randomized bank of questions and asks at least one question for each of the learning objectives. As I’ve commented in previous postings, if measuring learning as retention is the goal, only meaningful results can be obtained by administering that final exam a second time —- six months or more after...
August 26, 2015 For most of us, the word “Education” conjures up a positive response. Yet, I would maintain that higher education, as currently practiced in our country, is seriously flawed. Unfortunately, our colleges have become quite similar to successful business operations and have, largely, turned away from their traditional roles. But, it’s not the obscene cost of today’s college education that this post will address. Rather, it’s the loss of purpose...
August 24, 2015 When we examine technology training today, the prevalent e-Learning courseware does not measure up to its previous analog predecessors (CD-ROM and IVD). Full motion video and graphic animations, combined with optional word-for-word audio, have proven to be the best way to communicate with our Generation X and Generation Y workforce. Current e-Learning models do not meet that standard . But, knowledgeably-designed interactive technology training can incorporate it all. It...
August 19, 2015 While most of us think of training in terms of the classroom, learning center, or from-anywhere WEB access, below are a few other possibilities you should consider in order to get the maximum value from your training initiatives (courtesy of G. H. Kaiz, co-Founder, ITC Learning). • Engineer Training • All too often, new graduate engineers are strong in theory but lack practical application experience. Yet these people are...
August 17, 2015 Imagine a system where learners meet clearly stated, performance-oriented goals, acquiring skills and knowledge that are relevant to real-life problems. In this system, designed to enable high performance, learners of all levels meet the objectives with the aid of flexible programs that accommodate varied learning styles and abilities. Learners leave the system with all the skills needed to become a world-class workforce that can respond to changing consumer tastes....
August 12, 2015 To quantify the value of visual learning, we can cite the following: ♦ Learning occurs 38-70% faster than with traditional (classroom lecture/reading) instruction. ♦ Course content is mastered 60% faster than with traditional instruction. ♦ Participants increase understanding by more than 50%, resulting in greater learning gains than with traditional instruction. ♦ Participants also demonstrate 25-50% higher content retention and 50-60% greater consistency in content understanding than with classroom...
August 12, 2015 To quantify the value of visual learning, we can cite the following: ♦ Learning occurs 38-70% faster than with traditional (classroom lecture/reading) instruction. ♦ Course content is mastered 60% faster than with traditional instruction. ♦ Participants increase understanding by more than 50%, resulting in greater learning gains than with traditional instruction. ♦ Participants also demonstrate 25-50% higher content retention and 50-60% greater consistency in content understanding than with classroom...
