In our last blog post we described three Learning Campaigns, representing three different microlearning strategies: Learn – when microlearning is the learning. There is no prior large-scale learning event. Master – using microlearning to ensure long term learning mastery after a traditional learning event. Sustain – using microlearning to sustain long term learning after a traditional learning event. This week we will look more … Continue reading When the Microlearning is the Learning
Today, no training strategy is complete without a microlearning strategy. But where do you begin? And once you begin, where do you go from there? Classic eLearning courses tend to be of a fixed nature. They usually look something like this: But microlearning is less structured. It's more agile. Activities and microlessons can be combined … Continue reading Making Microlearning Effective Using Learning Campaigns
When I teach learning workshops, I often ask the attendees: “What is transfer of training? How do we know it has occurred?’ Of course, I always get the same answer: “If the learner can apply what he or she has learned in a course back on the job, then training transfer has occurred.” So, I … Continue reading Do You REALLY Know What Training Transfer Is? Maybe Not.
Intela has a variety of evidence-based Microactivities that improve and sustain learning. One of the more popular activities is the Learning Sprint. A Learning Sprint is a flashcard-like exercise in which learners are required to answer questions from an item pool over a period of several days or weeks (exact scheduling can be set by … Continue reading Why Are You Quizzing Me on What I Already Know?
We all know that our muscles improve with use. If we start lifting weights we gradually get stronger and, over time, can lift heavier weights. If we begin running regularly we will improve our speeds. But what about memory? Does the analogy with our muscles work? Will our memories improve if we “exercise” them? When … Continue reading Learning Myth #10: Memory is like a muscle. The more you use it the stronger it gets.
Last week we showed the results of a survey that provided evidence that learners overwhelmingly choose to study for an exam by re-reading the course material, to the exclusion of other more effective study methods. But what about confidence? Who is more confident: learners who restudy or learners who take practice tests? And how does … Continue reading You Have a Test. Have You Studied? Good. Are You Confident? Not So Fast.
When faced with an exam how do our learners actually study? We know from a lot of research that testing is a much more effective means of learning than re-reading. But, do students know this? And if they do know this, do they practice it? In 2009 Karpicke, Butler and Roediger surveyed 177 undergraduates at … Continue reading How Do Learners Actually Study?
Last week we wrote about long term memory and memorization. Usually when people talk about long term memory they fail to distinguish that learners have two types: Explicit (or declarative) memory Implicit (or non-declarative) memory Explicit memory is things you know, that you can express in words. For example: Albany is the capital of New … Continue reading We Have Two Kinds of Long Term Memory and Each Is Important for Learning and Performance
Way down at the bottom of Bloom’s Taxonomy is “knowledge” (Original Taxonomy) or “remembering” (Revised Taxonomy), otherwise pejoratively referred to as "memorization." Revised Bloom’s Taxonomy Any instructional designer worth his or her salt knows that we never … Continue reading In Defense of Memorization
Is the 70-20-10 rule a learning myth? Not exactly. But did you ever wonder where those numbers come from or do you just accept them? For those not familiar with the 70-20-10 approach to training, a quick explanation: The idea is that in a corporate environment training comes in many forms and that the optimal … Continue reading Learning Myth #9: 70-20-10
