The title of this post was going to be Evaluating our Training, but the core message is more than simply evaluation … it’s about setting up reliable feedback loops from all the stakeholders to create positive improvement. Please note that I refer to positive improvement in terms of effectiveness, not a tick mark on a report for training completion. How many times have you provided training, conducted your little satisfaction / request for improvement survey, and then moved on to … [Read More]
Academics often express frustration with the poor preparation of learners entering college and being able to succeed with academic rigor, let alone thrive with it. Organizations question our (colleges) ability to produce the individuals with the skills needed as they lament the lack of critical thinking skills, decision-making skills, and communication skills being graduated and brought into the workforce (Hoover, Giambatista, Sorenson, & Bommer, 2010). What is going on? Is everybody just whining? Are the students that ill-prepared and is … [Read More]
There’s nothing quite worse than creating a course that doesn’t quite fit the bill, and you can’t figure out why not. Let’s hypothetically forget about all the essential components of course development that if done wrong, make instructional designers twitch. Pretending that there are no important practices (I refuse to say “best” practices), let’s focus on what you need to develop a course that has clear feedback loops when you teach it … so you can teach it again, better.
Stories make for very effective learning, sure, but how do you practice using them?
For most instructional designers, this phrase simply means that you make sure the student can read the expected outcome just before an activity or are made aware of it as they go into an activity. However, Liz Keogh nicelyÂ blended the affective learning levels of receiving, responding, and valuing into her training due to her complete integration of the cognitive learning levels with the training.
This is the final blog post in a seriesÂ that I have created for developing curriculum with an agile mindset.
The blog series that I have created for developing curriculum with an agile mindset is coming to a close, with only two posts remaining. This one focuses on the slack that the process has now given us.
Next on the list forÂ my blog series for developing effective curriculum is to take a look at technology, in all of it’s glory and pitfalls! Recall that we discussed that developing solid outcomes are the cornerstone that drives the quality of your course so that you can then determine resources, and thenÂ select activities, optimize your facilitation options, and diversify the experience based on the needs of your learners. Throughout all of those posts, you’ll note a distinct lack of technology. … [Read More]
Next on the list for my blog series for developing effective curriculum is a look at not only selecting and optimising appropriate activitiesÂ to ensureÂ outcomes or objectives fulfillment, but that you also deepen your activity diversity for maximal learning impact.
We areÂ continuing my blog series on developing effective curriculum after a hiatus of travel and illness, so it’s good to be “back in the saddle” again! This post assumes you have already created excellent outcomes or objectives and have selected appropriate activities to ensure that your outcomes will be fulfilled. At this point in the course development process, any expert could facilitate your workshop or course. However, let’s make sure you have created options for yourself and your learners.