In many respects, neurosciences is uncovering new perspectives on how we might learn or validating old theories. Here are 3 ways neuroscience can guide improvement in learning design.
I’m often asked to review training that is failing. One of the areas I examine is the instructional strategy for presenting content. A common design flaw is to present content in the form of a process or a procedure, ignoring the instruction learners need to develop underlying knowledge and skills. Why is this approach so … Continue reading Training Not Working? Check This! (One in a Series)
Curriculum designers must be adept at answering the “What?” questions: What’s in the curriculum? What’s out? A curriculum is more complex than an individual course because of the important and complex relationships among enabling and terminal performances. Design teams need to understand and respect these relationships to use instructional time and effort effectively. A little … Continue reading The Curriculum “What” Questions
I was working on a project with Apple Service Technicians when I was introduced to the concept of FRUs, or Field Replaceable Units. These are components in computers or other electrical devices that can be pulled out as units and replaced, either by the customer or by trained technicians, when they fail. The beauty of … Continue reading The Curriculum and the “Field Replaceable Unit”
Do we have loads of misinformation and hidden marketing ploys confusing the average learning professional today! Of course, we are dealing with the dilution of Instructional Design (ID) as a field, the lack of knowledge and practice of Instructional System Development (ISD), and the cool and popular concept of Learning Experience Design (LXD).
“Dogfooding” is a concept from the product development community that refers to an organization using its own product to test it. This is a way of seeing how products work in real-world situations, developing empathy for the user experience, and working out bugs.
Image Credit: StockSnap Stolovitch & Keeps (2011), in Telling Ain’t Training, provide an extremely helpful, five-step model for creating lessons that works for just about any training program. One of the five essential steps is to provide a rationale, or a what’s in it for me, for the learners. Over the years, in reviewing hundreds … Continue reading Writing the Perfect Hook