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From Courses to Campaigns : using the 70:20:10 approach

Charles Jennings

One of the major strategic objectives for many HR and L&D departments in 2016 and beyond will be to extend their focus and services beyond courses and out into the workplace. Courses may help with the basics, or to refresh our knowledge, but courses alone won’t deliver high performance.

Course 219

Designing E-Learning 3.0 in gRSShopper - 13

Stephen Downes: Half an Hour

Workflow The next step in the use of badges is to develop a mechanism for awarding them. This is something that can generate a lot of labour in a hurry (9 modules times 10 people means 90 badges issued.). In this course the evidence comes in the form a blog post.

Design 173

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Designing E-Learning 3.0 in gRSShopper - 12

Stephen Downes: Half an Hour

TL:DR here's the badging workflow: Create a Badgr account. The Badge Workflow One of the tricky parts about working with badges is that the badge infrastructure has its own vocabulary and a workflow that might not be obvious. How do we validate courses, or issuers

Design 159

Re-thinking Workplace Learning: extracting rather than adding

Charles Jennings

One clear finding presented was that: “t hose activities that are integrated into manager and employee workflow have the largest impact on employee performance, while those that are distinct events separate from the day-to-day job have less impact.”

The Knowledge and Learning Transfer Problem

Charles Jennings

Of course he was right. Of course exposure to other people is one of the primary ways we learn and improve our performance. Of course we don’t ‘deliver’ or ‘transfer’ learning either. Of course this is easier said than done.

It’s Only 65% !

Charles Jennings

Training describes a structured set of events that when designed and assembled carefully can provide an effective way to help people accelerate learning (learning = behaviour change). experiential development that is part of a structured course or programme).

Survey 236

Start with the 70. Plan for the 100.

Charles Jennings

Extending Learning into the Workflow Many Learning & Development leaders are using the 70:20:10 model to help them re-position their focus for building and supporting performance across their organisations. They are finding it helps them extend the focus on learning out into the workflow.

The Best of Times, The Worst of Times: opportunities and challenges for the L&D profession

Charles Jennings

Always-On and Hyper-Connected Of course there are many L&D departments that are responding well to the dramatic changes that are occurring in the way that work is accomplished and all the changing expectations that come with that.

Survey 235

The Only Person Who Behaves Sensibly Is My Tailor

Charles Jennings

We measure how many people have attended a class or completed an eLearning module, or read a document or engaged in a job swap or in a coaching relationship. Attending a course or completing an eLearning module tells us little apart from the fact that some activity occurred.

The Need to Adapt to the Speed of Change or Die: lessons for L&D from the retail industry

Charles Jennings

Especially if they can gain that knowledge and expertise more easily and without leaving their desk or workflow. This may, or may not, involve designing, developing and delivering physical or virtual training, eLearning or some other intervention.

training > performance > social

Harold Jarche

“At its core, the concept of the flipped classroom is that the design of the instruction is reversed (or flipped), so that instructional content is provided outside of the classroom (e.g, the challenges include the facts that: It can’t be built into a course or programme.

Real learning – let’s not confuse it with completing templated exercises

Charles Jennings

Learning professionals spend a significant amount of their time (maybe even the majority) designing and delivering content and then evaluating completions and short-term memory outputs from structured mandatory and compliance training modules and courses.

Learning and Performance Support Systems

Stephen Downes: Half an Hour

Although advanced learning technologies are available, the bulk of training continues to be offered in the form of in-person courses. Program Design and Scope The LPSS is designed along three technology thrusts.

System 272

Listening

Clark Quinn

As one of the premier promoters of evidence-based design, he responded to my question about what to post on with: Any “How Tos” using methods, tools and techniques that you’ve found to work in L&D and Performance Improvement. And of course I’ve reviewed materials of theirs beforehand so I can use their terminology. We finally did, relatively informally, but still got valuable feedback that changed our design somewhat.