Learning Myth #4 — Millennials Have the Attention Span of Goldfish

Does anyone seriously believe this? Unfortunately, yes. We’ve seen countless articles that begin with this premise, as if it were a canonical fact. If we are going to talk about attention span we first need to define what it is. (It’s interesting that none of the aforementioned articles that use the “goldfish” statistic ever actually … Continue reading Learning Myth #4 — Millennials Have the Attention Span of Goldfish

Learning Myth #3: Overhyping and Misapplying Microlearning

Some Q&A about microlearning: Q: Is microlearning a myth? A: No. Q: Is it being hyped by everyone in the learning community? A: Definitely. Q: Is it being overhyped by many in the learning community? A: For sure. Q: Is it being applied effectively to maximize learning and learning retention? A: Often, no. What Problems … Continue reading Learning Myth #3: Overhyping and Misapplying Microlearning

What is Subscription Learning — by Dr. Will Thalheimer

In my last blog post I argued that for microlearning to be effective the individual learning nuggets must be embedded within a larger learning strategy. In Intela, we call this larger strategy "Learning Subscriptions." After I wrote the post I came across an article written in 2014 by Dr. Will Thalheimer (www.work-learning.com) making a similar … Continue reading What is Subscription Learning — by Dr. Will Thalheimer

Making Microlearning Effective Using Learning Subscriptions

Last month I attended a life sciences learning conference. By far, the most discussed topic was microlearning. Everyone – learners, trainers, management – has jumped on the microlearning bandwagon. We have decided, en masse, that our learners will learn best when they are presented with their learning in short chunks. Vendors, of course, are no … Continue reading Making Microlearning Effective Using Learning Subscriptions

What Do We Remember Best? What We Learn First? What We Learn Last? Both? Neither?

Any of our readers who have studied education in college or graduate school may be familiar with the “primacy and recency” effect. This effect was first detected by our old friend Hermann Ebbinghaus who is, of course, most famous for his well-known forgetting curve. Ebbinghaus noticed that in a test of free recall of a … Continue reading What Do We Remember Best? What We Learn First? What We Learn Last? Both? Neither?

Is There an Optimal Length for Microlearning Videos? What Does the Research Tell Us?

As our clients know, the Intela Unified Continuous Learning System is driven by evidence. Before we add a new learning activity we need to have actual research evidence that the learning activity is effective. Learning Subscriptions (microlearning) are our most popular type of learning activity, and videos and podcasts are the most popular forms of … Continue reading Is There an Optimal Length for Microlearning Videos? What Does the Research Tell Us?

The One Percent Training Problem. What Kind of Training Can You Do in Five Minutes a Day?

One percent? I’ve seen this number floating around in blogs and articles recently. It’s purported to be the amount of time the average employee has for learning during a typical work week. Is it true? Like lots of so-called “data” in our field I have my doubts. Where does that number come from? I suspect … Continue reading The One Percent Training Problem. What Kind of Training Can You Do in Five Minutes a Day?

What Most Trainers Get Wrong About Confidence-Based Testing (And How Intela Gets It Right)

Recently, we announced the addition of confidence-based testing to Intela’s growing list of learning activities. So, what is the purpose of confidence-based testing? Its purpose is NOT to make learners more confident, as many people may think (and some products claim to do). Its purpose is to make learners appropriately confident. Confidence is a personality attribute. By … Continue reading What Most Trainers Get Wrong About Confidence-Based Testing (And How Intela Gets It Right)