Does everyone define “learning” the same way? Do all the tools we use support optimal learning, given your definition? In this article, the author asserts that we don’t really have a clear, shared objective of what learning is and how it should occur, and she offers a concrete suggestion for an effective approach to resolve this dilemma.
Breaking long-format online or in-person training into small “nuggets”—microlearning—makes it possible to give learners the information they need at the time they need it, at their desktops or via mobile devices.
Learning to Succeed explores the relationship between corporate strategy, operational planning, and human capital development. It is a high-level guide to gaining business advantage through corporate learning and development, and it demonstrates how to maximize continuous returns on investment.
When targeting training to adults, eLearning designers cannot safely assume any technical knowledge unless the training is specifically geared toward a technical audience. Learners might have learned to use specific tools or instruments for their work, but that does not necessarily translate to ease with email, social networks, or even a computer mouse.
Is your learning management system actually helping employees to improve their performance? It is time to look past learning, to refocus on performance and capability, to help people to do their actual jobs, and ensure that the capability to deliver real results exists in the organization. Here are four actions you can take to change the way you look at our work differently!
With publication of the 2016 US eLearning Salary & Compensation Report, the gender pay gap continues to be a highly controversial topic, as it was for last year’s report. In this follow-up to our 2016 salary report, we focus on additional information regarding the US gender pay gap.
The natures of work and of the workplace are evolving rapidly in response to some very specific forces. This brief article looks at one possible outcome of this evolution, presents some key concepts about three types of learning, and suggests a challenge this presents to us as learning practitioners.
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