In 1964 the Supreme Court had before it an obscenity case in which the outcome of the case hinged on the definition of obscenity. In his ruling Justice Potter Stewart issued an opinion that has become one of the most quoted Supreme Court opinions of all time. He wrote: I shall not today attempt … Continue reading What is Modern Learning?
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
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
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?
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?
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?
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)
Intela has now added confidence-based testing to its ever-growing list of Continuous Learning activities. This means, that in addition to mastery/certification testing, pre-post testing, adaptive questioning and other forms of assessment, you can now use Intela to measure learners’ confidence in their knowledge. For those not familiar with the concept, the idea of confidence-based … Continue reading Intela ™ Adds Confidence-Based Testing
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?