Why is it that we spend so much on training (over $150 B in just one year, industry-wide) but see so little change? I watch instructional designers, trainers, and course writers work painstakingly to provide a clear message to the receivers, but then see the learning bounce and skip off, never fully landing at a level that creates true retention. Using the phases of learning that Bloom presents in his cognitive taxonomy is a solid tactic for good instruction. … [Read More]
I believe in prescribed learning for adult learners. I believe in options-based learning for adult learners. Isnâ€™t that a conflict? Not in my mind, and hereâ€™s why. Prescribed learning, whether higher education curriculum or corporate training programs, provides the framework that is assured to scaffold throughout the program. Strong programs have an excellent architecture in place supported with well-designed learning. The prescribed flow is best developed in a centralized capacity, guiding the experience and knowledge of subject matter experts into … [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.
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.
Bloomâ€™s (1956) cognitive taxonomy are widely accepted and used in both academics and T&D areas of corporate learning. In the spike of learning responsibility across the globe, though, that is a limited number of people with knowledge of its value. Even then, there are few within those groups that apply the affective taxonomy developed twenty years later by Bloom, Krathwohl, and Masia (1973). Despite the challenge, the combined application of these taxonomies is worth the effort to provide a holistic … [Read More]
Index of Topics Taxonomies of Learning Resource Estimating / Planning Fulfilling the Selected Outcomes Learning Relevancy & Scaffolding Diversification during the Learning Experience Technology Creative Mode Feedback and Flexibility If you are unfamiliar with the Agile curriculum design model that Scott Marsee and I developed, thanks to exposure and inspiration by Tobias Mayerâ€™s OpenSpace on Scrum Beyond Software in 2010, then I encourage you to review the links provided below. Agile Curriculum Design Model Tutorial for Using Model Developing a … [Read More]
I am increasingly disturbed with the amount of behavioralism practices that run rampant through our educational and training environments. In my world of accelerated adult education, the buzz theory is constructivism. Why do I call it a buzz theory? Certainly not because it’s an invalid theory; quite the opposite! I strongly believe in it, as well as the underpinnings of humanism and social constructivism for effective education. I call it a buzz theory because it’s popular to tout, but not … [Read More]
In my mental preparation for Agile Coaches Camp in Minnesota, I am excited to talk to coaching practitioners after a couple months of research and study of current coaching practices. My research is about exploring the adult learnerâ€™s ability to enact personal change using coaching techniques within formal education that inspires a growth mindset. For the scope of coaching I am inferring, I discard terms of mentorship, training, and consultancy and rely on the definition of Jatkauskiene, Jatkauskas, and Jovarauskaite … [Read More]
This post sets the tone of current practice within academics for boundary objects. These empirical studies map back to the theories discussed in Part 2 and provides experiential relevance necessary to apply them in the real world. These posts are draft writing snippets of a systems thesis for adult education I am developing in my doctoral work. If you wish to see a more detailed review of one of the articles referenced, please do not hesitate to contact me. Boundaries … [Read More]
This post sets the tone of current practice within academics for how boundaries interact with communities of practice. Part 4 will discuss Â empirical studies in different disciplines of boundaries and boundary objects. These posts are draft writing snippets of a systems thesis for adult education I am developing in my doctoral work. Boundaries: Understanding the Theory Just as communities of practice can deteriorate, boundaries suggest a limitation that growth minded individuals wish to avoid. However, Wenger (2000) demonstrates the value … [Read More]