If you google the term Continuous Learning, not surprisingly, you get thousands of hits. But most of those references are to something like the following: “Continuous learning” refers to the ongoing development of skills, abilities, and knowledge through different means (including work on the job, training, experiences, communications, etc.), and is part of an individual’s … Continue reading Why Continuous Learning?
We are pleased to launch the Intela blog a go-to resource for the latest ideas in learning. If you scroll through the blog you may be wondering how a new blog can already have dozens of postings. This is because one of the principals of Intela Learning has for several years been writing a blog … Continue reading Welcome to the Intela Blog
Aristotle (philosopher), Thomas Edison (inventor) and Jean Piaget (cognitive psychologist) all had similar thoughts about learning. Can you see the common thread? Aristotle: Exercise in repeatedly recalling a thing strengthens the memory. Edison: A man will resort to almost any expedient to avoid the real labor of thinking. Piaget: Thinking is interiorized action. Yes, they … Continue reading Active Learning Through the Ages (Literally)
While working on test validation projects I often get asked: How long should my test be? The answer is pretty simple: The test needs to be long enough to cover all the important content of the learning system. And how do you do that? You do it by writing the questions to the learning objectives. … Continue reading How Adding One Question to an Exam Can Make it Easier to Pass
In our quest to teach and to learn who is the good guy? Remembering, of course. And who is the bad guy? Forgetting, of course. Well, not so fast. While you may not think so, forgetting is an important part of the learning process. Forgetting benefits us in multiple ways: It frees our brains up … Continue reading In Defense of Forgetting
I recently had an article published in the Spring 2016 issue of Focus, the magazine of the Life Science Trainers and Educators Network (LTEN). It's on a topic that is critical to all trainers and instructional designers: How can we build instruction that doesn't overload the brain's capacity to process it? Here it is: http://bit.ly/1QzWLpN
Traditionally a multiple choice question consists of a stem, the choices and, among the choices, the correct answer. But a valid question should have something else stored along with each question: metadata (information about the question). Why? For at least two reasons: As important information for any other exam author who might be using the … Continue reading The Importance of Associating Metadata with Questions
There was a guy who lived in my dorm in college who spent a lot of time talking about how much he studied. Since his grades weren’t very high we used to joke that he spent more time talking about studying than actually studying. But, giving him the benefit of the doubt and assuming he … Continue reading Are Your Learners Cognitively Passive or Cognitively Active?
I spent 20 years as CEO of a testing company so I had lots of opportunity to get a very good sense of how our corporate clients were using testing within their training programs. Of the millions of tests that were delivered on our platform virtually 100% were Summative Assessments. For those not familiar with … Continue reading Can Testing Contribute to Higher Grades?
A week or so ago in his column in the NY Times David Brooks mentioned recent research on the differences between how we read on screen versus how we read on paper (here). This got me thinking about what this means for learning. With so many of our courses having transitioned from print to eLearning over … Continue reading eLearning vs. Print: Is there a difference in learning?