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Contents

A Context for Performance (Results) Based Training

1. Embracing evaluation
2. Information is not Instruction!
3. Blended Learning vs. Blundered Training
4. web site: The Encyclopedia of Educational Technology

Learner-Centered Delivery Skills and Systems

1. Practice Makes Performance
2. Certified Performance Technologist
3. Know thy learner: The importance of context in e-learning design
4. web site: Big Dog's Bowl of Biscuits

Delivery Skills that Facilitate Performance

1. E-Learning 101: Tips to make e-learning stick
2. Applying Cognitive Strategies to Instructional Design
3. web site: William Horton Consulting
4. web site: The MASIE Center

The Importance of Feedback, Reinforcement, and Motivational Incentives

1. The Ten Ironies of Motivation
2. Instructional Design: Does it really matter?
3. web site: Thiagi.com
4. web site: The Bob Pike Group

Using Media-Based Delivery Systems

1. Designing web-based telemedicine training for military health care providers
2. Evaluating WBT: Seven lessons from the field
3. web site: United States Distance Learning Association
4. web site: ElementK

Selecting Methods That Compliment Delivery Systems

1. When Choosing Training, the Medium Depends on the Message
2. Re-Visioning Instructional Design
3. web site: The Training Oasis
4. web site: The eLearning Guild

Evaluation Related to Training Delivery Systems

1. Challenges inherent in designing any evaluation
2. Selecting and implementing computer-based training
3. Does the delivery method matter?
4. Training for the long run

Emerging Trends in Instructional Delivery Systems

1. Online distance education - "anytime, anywhere" but not for everyone
2. The brave new world of eLearning
3. web site: IACET.com
4. web site: FastCompany.com

References

 

 

Emerging Trends in Instructional Delivery Systems

The Brave New World Of Learning

Sam Adkins discusses the future of online learning. He states that learners are moving away from "course-based, eLearning products" and adopting "real-time embedded work-flow products" Huh? A translation would be that learners desire real-time simulations that can be swallowed during lunch. Out? Gange methods of instruction. Actually ensuring learners understand relevance and have opportunity to practice are obsolete. No time for this in the "real-time workflow workplace."

Adkins believes that workflow will always win over courseware. I think that believing we can swallow bits of training simulations to the point we wouldn't even realize we were receiving the training is against all current learning theories trainers are currently following.

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Adkins, S., (June 2003). The brave new world of learning. [Electronic version]. TD. (57)6, 29-37.

 

© Copyright 2003 | Something Graphic | 20 November, 2003

Contact me:learn@CognitiveHorizons.com