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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

 

 

Delivery Skills that Facilitate Performance

Applying Cognitive Strategies to Instructional Design

Ruth Clark, the President of Clark Training and Consulting had over twelve years of training experience. She is an author of several popular instructional design books including E-Learning & the Science of Instruction.

In this paper, Clark argues with her peers as to the current value of instructional systems design (ISD). While many argue that ISD is dead, Clark believes training that "optimizes organizational performance is more germane than ever." (Clark, 2002, ¶1).

Clark says that rather than discarding ISD, we need to revise its definition and create a new ISD for current learning theory. By incorporating ISD with cognitive methods and research, expertise will increase.

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Clark, R., (August 2002). Applying Cognitive Strategies to Instructional Design. [Electronic version]. Performance Improvement. Retrieved June 18, 2003 from: http://www.clarktraining.com/

 

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