There is a great deal of attention being paid to mobile health applications at the moment, especially in the context of wearable technology. For...
Although not specifically learning-related, this article about mobile health apps raises some interesting points for ID work as well. These apps are aimed at changing behaviors/performance, which is what we try to do as well. The point the authors make about an app having the right amount of connectivity --an ability to link to a supportive community is important.
"Subtext is a free iPad app that allows classroom groups to exchange ideas in the pages of digital texts. You can also layer in enrichment materials, assignments and quizzes—opening up almost limitless opportunities to engage students and foster analysis and writing skills. "
Would not limit the application of this to K12, think of the possibility for learner manuals for adult learners as well.
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Points out that there are multiple stakeholders within an organization you have to market to/engage. A good marketing tip that's very transferable: Tie features to benefits
There's a spectrum of value creation. A good reminder from Jane Bozarth--The quality of interactions depends on trust, a willingness to ask for and offer help, and time invested in developing ties deeper than those purely at the surface.
Situational Variables differ at each enterprise, at each function, at each location. Keep that in mind. I try to. As Rigorous as Required, and as Flexible as Feasible That's the way to go IMO. And ...
A great article and collection of visuals to frame the importance of a systems view of performance improvement. Particularly important, imo, are the human asset enablers that include values, attitudes, or beliefs since we often can't tackle performance change without some culture change. Incorporating a performance improvement mindset into instructional design, development, and evaluation is critical to creating meaningful learning experiences.
This is instructional design 101, but the only thing I'd emphacize/add is that questions that support "understanding" have to lead to more than a passive, abstract recognition of concepts and a problem space but also to a learner's own formulation of solutions in that problem space. We also have to provide opportunities to test those solutions in a safe space (whether it's a face-to-face training space or online or in an informal learning sandbox).. Love the quoite about "retrieval practice paired with context alignment"--so important.