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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

 

 

A Context for Performance (Results) Based Training

Information is not Instruction!

Kevin Kruse is a principal of Raymond Karsan Associates, a provider of technology-based training solutions. He is also the author of Technology-based Training: The Art and Science of Design, Development and Delivery.

While delivery methods evolve over the years, adult learning methods do not. To review, in 1946, Malcolm Knowles established four adult learning theories:

1. Adults need to know why they're learning something; they must believe it will have a personal benefit.
2. Adults have lifetime experiences that should be tapped and built upon.
3. Adults learn best from hands-on, problem-solving approaches to learning.
4. Adults will expect to apply new knowledge and skills immediately, which will aid retention.

Remembering these theories as trainers create curriculum will benefit the learners no matter what form of training is being used.

Combining Knowles learning theory with Gagne's 9 "events of instruction" cand ensure learning objectives are clear, concise and measurable.

1. Gain attention.
2. Inform learners of objectives.
3. Stimulate recall of prior learning.
4. Present the content.
5. Provide "learning guidance."
6. Elicit performance (practice).
7. Provide feedback.
8. Assess performance.
9. Enhance retention and transfer to the job.

As discussed in other WebQuest's, look beyond the surface. It doesn't matter how entertaining a training program is. If sound instructional design principles aren't at the foundation of the program, learning cannot occur.

Kruse, K., ( February 2000). Information is not Instruction! Learning Circuits. Retrieved June 18, 2003 from: http://www.learningcircuits.org/feb2000/feb2000_webrules.html

 

© Copyright 2003 | Something Graphic | 20 November, 2003

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