Fun with learning taxonomies | gram consulting Dave Ferguson’s recent post on Bloom’s learning taxonomy (see Lovin’ Bloom) got me thinking about the value of learning taxonomies in learning and information design. Learning taxonomies attempt to break down and categorize types of learning to help designers (of instruction, information, education, performance) develop objectives and learning strategies best matched to the specific type of learning targeted. They are at the core of most approaches to instructional design. A taxonomy of learning taxonomies A few well known and less well known learning taxonomies… Benjamin Bloom’s taxonomy is probably the best known and breaks learning into the three commonly used categories of cognitive, psychomotor and affective learning. Bloom's Learning Taxonomy Robert Gagne had significant influence with his taxonomy which he labeled “learned capabilities”. Gagne's Learned Capabilities I always found David Merrill’s Content/Performance matrix helpful. A.J. Romiszowski's Knowledge Schema
Nuevas tendencias de e-learning y actividades didácticas innovadoras | Nuevas tendencias de e-learning La presentación de un libro exige, como premisas iniciales, tres consideraciones insoslayables. En primer término, su contenido, en segundo lugar, la finalidad que persigue y, finalmente, su autoría. Por lo que se refiere a esto último, supone para mí un profundo orgullo, como rector de la UDIMA, la calurosa acogida que las más prestigiosas instituciones educativas de formación superior de todo el mundo mostraron a la invitación cursada en su día para compartir con ellos las experiencias pedagógicas a distancia más novedosas. Las dificultades inherentes a todo proyecto formativo se ven sin, duda alguna, aumentadas bajo la potente lupa de la soledad que comporta la distancia entre el discente y el docente. Para la UDIMA y el CEF esta publicación no es sólo el fruto del aliento de su profesorado en el quehacer cotidiano del aula virtual, sino también una sentida necesidad derivada de la responsabiliad que nos correspondía acometer como instituciones pioneras en la formación a distancia.
Internet Time Wiki / The Book WORKERS LEARN MORE in the coffee room than in the classroom. They discover how to do their jobs through informal learning: talking, observing others, trial-and-error, and simply working with people in the know. Formal learning—classes and workshops—is the source of only 10 to 20 percent of what people learn at work. Corporations overinvest in formal training programs while neglecting natural, simpler informal processes. More happens in a minute today than in one of your great grandmother’s minutes. Learning is that which enables you to participate successfully in life, at work, and in the groups that matter to you. Executives don’t want learning; they want execution. • Increase sales by making product knowledge instantly searchable • Improve knowledge worker productivity • Transform an organization from near-bankruptcy to record profits • Generate fresh ideas and increase innovation • Reduce stress, absenteeism, and health care costs • Increase professionalism and professional growth
The 10-Minute Instructional Design Degree by Jane Bozarth “But here’s the thing: regardless of what side of the fence you’re on, whether all designers should have formal training is not the same as whether they will.” Many people working in training and instructional design came to it through side doors, such as topic expertise or Web design. Is this a problem – or just a fact of life? There are heated debates about whether everyone working in the field should have formal training, as well as discussions of the pros and cons of academic instructional design programs. Design assessments first. What would you add to the “10 Minute ID Degree” program? Want more? Cathy Moore’s blog The Rapid eLearning Blog Clark, R. & Mayer, R. (2011) e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. 3rd Edition. Schank, R. (2005).
Innovating Education with an Educational Modeling Language: Two Case Studies Sloep, Peter B.; van Bruggen, Jan; Tattersall, Colin; Vogten, Hubert; Koper, Rob; Brouns, Francis; van Rosmalen, Peter Innovations in Education and Teaching International, v43 n3 p291-301 Aug 2006 The intent of this study was to investigate how to maximize the chances of success of an educational innovation--specifically one based on the implementation of the educational modeling language called EML. Descriptors: Educational Innovation, Case Studies, Investigations, On Campus Students, Distance Education, Extension Education, Demonstration Programs, Programming Languages, Formative Evaluation, Enrichment Activities, Research Problems, Foreign Countries, Open Universities Routledge.
Salasaga - Introduction | educación líquida Time to Develop One Hour of Training Designing training is as much of an art as it is a science. However, that doesn’t mean we should abandon the act of trying to figure out how long it takes to develop an hour of training. Scientific measures and standards can be applied at least as rough guidelines. With some type of standard, it becomes possible to gain a general idea of how much time a training project might take. Too often when asked about developing training, internal and external clients hear “it depends.” Here are the results from a survey we developed in a rough attempt to align credible numbers for use in estimating work based on delivery method and complexity of interactivity. Demographics To conduct the study, we reached out to our peers in the industry to gather data and had 47 respondents, of which 83 percent have a degree related to the field of instructional technology/design. Results The mainstay of our study covered various development tools and the levels of interactivity based on the ADDIE model.
Book Review: Design for How People Learn Julie Dirksen’s Design for How People Learn is a great book for instructional designers because it actually is written using the principles taught. Some instructional design books use a “do as I say, not as I do” kind of approach: they talk about chunking content into manageable amounts, using effective visuals, and motivating learners, but they are filled with long, unbroken blocks of dry text. Design for How People Learn is an easy, fun read, with lots of visuals and realistic examples that touch on frustrating problems instructional designers face. Julie says, “I recently heard the advice for authors that you should write the book you want to read but can’t find. Lots of Images Images are interspersed in every topic. When I was reading this book, I realized that I suddenly started using a lot more visuals in the course I was developing. Stories and Examples Accessible Research The book includes lots of research about how we learn and remember, but it’s very accessible. More Info
Instructional Design Models Martin Ryder University of Colorado at Denver School of Education Instructional Design Models Models, like myths and metaphors, help us to make sense of our world. Whether it is derived from whim or from serious research, a model offers its user a means of comprehending an otherwise incomprehensible problem. An instructional design model gives structure and meaning to an I.D. problem, enabling the would-be designer to negotiate her design task with a semblance of conscious understanding. Models help us to visualize the problem, to break it down into discrete, manageable units. The value of a specific model is determined within the context of use. Models, like other tools, shape the consciousness of those who use them. -Martin Ryder Some Basics What is design? Corollary Sites See also... The Models: Comparitive Models see also... Main Index
Checklist: transforming corporate learning If you don’t get this, it will get you. Experience has taught us that making over a training department into a business learning function requires these activities: Sell the vision of learning as a value-creating component of social business Build the framework for integrating learning and business provide case studies and examples to help people become self-sufficient “pull” learners recommend software for social networking, content management, video production, and multivariate search as well as fexible, simple systems to administer mandated training establish guidelines and taxonomies for curating content equip the learning & development staff with skills of performance consulting, business analysis, community- building, collaboration, and social media Make the vision a reality Share responsibility for the process with business units Optimize performance of the learning network Internet Time Alliance helps HR and L&D departments become active drivers of business improvement. Like this:
Dr. Curry Discusses: An immediately accessible instructional design education Cammy at Learning Visions asked me to whittle my list down more. As a former English teacher, I relish the thought of making my writing "tighter." So while the purpose of my initial post on how to get an instructional design education without paying tuition was meant as a "here's what you need to know," I still missed the mark. Let me explain. All of these posts back and forth with Cammy have dealt with instructional design in a non-academic context. So I decided I was going to trim the list to only FOUR things, and they couldn't be theory-laden. See the list after the jump. My list of four things to read would include: The Conditions of Learning, by Robert Gagné (the beginning of ID) Training Complex Cognitive Skills, by Jeroen J.G. van Merriënboer (the beginning of ID's future) First Principles of Instruction, by David Merrill (a synthesis of all theories and models) The Design of Everyday Things, by Donald Norman (as I said, good design is good design)So what about you ID fans?