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Teaching and Learning Resources for Faculty
Resources and Support for Faculty - including online, hybrid, accelerated, telepresence, active learning, flipped, and everything in between
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Rescooped by Tina Rettler-Pagel from eLearning, Learning and Informal Learning
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When Your Content Resembles Spaghetti: The eLearning Coach: Instructional Design and eLearning

When Your Content Resembles Spaghetti: The eLearning Coach: Instructional Design and eLearning | Teaching and Learning Resources for Faculty | Scoop.it

How to perform an instructional analysis, to identify the skills and knowledge required to reach a learning goal.


Via Katherine Stevens
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Rescooped by Tina Rettler-Pagel from eLearning, Learning and Informal Learning
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Create High-Impact Learning

Create High-Impact Learning | Teaching and Learning Resources for Faculty | Scoop.it

Summary of Bersin's findings from looking at high-impact learning organizations. 

 

Here are some of the newer findings -- from the article:
"Today’s learning organization deals with amazing amounts of content: self-authored, professionally developed and that which is developed in-house. High-performing organizations understand how to curate content, create standards, tag and categorize content. Again, being able to build good content is not enough."

 

"They understand how to build simulations, game-like training and videos, or they know enough to direct a vendor to do it well. Video today is what HTML and Flash were five years ago — a must-have capability in learning and development."

 


Via Katherine Stevens
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Rescooped by Tina Rettler-Pagel from eLearning, Learning and Informal Learning
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Why Learning Games Succeed Where Traditional Training Fails

Why Learning Games Succeed Where Traditional Training Fails | Teaching and Learning Resources for Faculty | Scoop.it

Why is everyone always picking on traditional training? And what makes learning games so special anyway?


Via Katherine Stevens
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