This article from Shift’s website is very helpful for choosing modalities of workplace learning delivery. Although some companies are restricted from learning that is deemed unsafe because of data risk that some modes do involve, in general this is a good chart of what, why, and how to assess the best type of learning needed. Link to full article at the bottom.
Does your company need to implement a virtual training program? If this is the case, you’ve probably going to need to read this.
Source: Virtual Training Modalities: How To Choose the Best Option?
From a Hyperloop solution to a data visualization of the entire history of the earth, these student projects think big. This article from Co.Design shares some fantastic student designs for innovation.
Source: The Most Innovative Student Design Of 2016 | Co.Design | business + design
Yes, the core of being a good learning designer is creating good learning experiences. There are so many tools, so many ways to accomplish this that broad skills and understanding are the most important thing. This image, the T Shaped SkillSet by Cammy Bean is right on target. Link to full article is below.
<<Do instructional designers or learning experience designers need to know how to use development tools, or should they focus just on analysis and design? >>
Source: Broad and Deep Instructional Design Skills | Experiencing E-Learning
Yes. Wonderful article by Josh Bersin – a realistic article. Today’s new learners want embedded learning, bite sized, easy to access. And surprisingly, although research points to this need and desire by learners, business leaders still cite the “need for improved organizational learning.” Josh says it all.
<<The focus should be on employee experience.>>
Source: Using Design Thinking to Embed Learning in Our Jobs
Though my focus is always andragogy (adult education, coined by Malcolm Knowles) I often make the argument that more and more often the line between pedagogy and andragogy is blurred. This article brought me back to some fundamental differences. Regardless of information accessibility and immersion in special interests, very few people under 17 have the job relevance – thus the immediate application of new learning in context – so I remain on the fence about this.
<<The adult learner has enough responsibilities and burdens on his shoulders; create a course that is his ally. Here’s how.>>
Source: Breaking the Code: What Motivates Adult Learners?
<<Even the scientists who make our most complicated software are sometimes baffled by how it works and, more frighteningly, by how it breaks.>>
This is a great article as we enter an age when we are not sure of jobs and functions that will be replaced with artificial intelligence. No question it is happening now and will continue to happen. But what about when it breaks?
Source: Don’t Panic, But Our Technology Now Defies Human Understanding | Co.Exist | ideas + impact
Whether online or face to face, large classes are challenging! As always, Maryellen Weimer shares some great suggestions in this article from Faculty Focus.
After completing the assigned reading, students take a short online quiz that must be completed before class. Their answers help guide that day’s lesson.
Source: Active Learning: Surmounting the Challenges in a Large Class
“After nearly four years of work, Oculus is about to share its long-gestating dream with the world.”
There are so many fantastic implications to Oculus and making VR that is user friendly and not too unwieldy. Medicine, education, elder-care – you name it. There aren’t too many verticals that won’t be touched.
Still this is a big bulky though….will people buy them for use at home or is this something we will go out to try? This is a game changer.
Source: The Inside Story of How Oculus Cracked the Impossible Design of VR | WIRED