Using Measurement to Promote Learning Effectiveness

What’s the relationship between measurement and learning effectiveness? When most L&D practitioners think about measurement and learning effectiveness, they think about outcomes measures. Examples include: Course enrollment and completion -- although, as we all recognize, this metric does not say anything about learning effectiveness, just that the training was completed (or not). Level I (smile …

Delivering Microlearning for Sustained Learning Effectiveness

How to Determine What Microlearning is Effective and What’s Not There is abundant evidence that breaking up longer learning modules and delivering them as smaller units over time is an effective learning strategy. But there is more to effective microlearning than creating and distributing small learning nuggets. When we designed Intela as a second-generation microlearning …

Using Confidence-based Knowledge Checks to Sustain Learning

Measuring learning immediately following a learning experience (workshops, eLearning, etc.) is standard practice -- but it’s not sufficient. Too often, we perform this immediate measurement, assume that we have achieved our learning goals, and move on. But, for learning to be meaningful it must be persistent over time – it must be sustained. To check …

Neural Alignment and Learning

Neural Alignment and Learning Usually in this blog, we write about ideas and research applicable to our roles as practitioners of corporate learning. But every so often we come across a research study with results so fascinating, we are compelled to share it, even though it is unlikely to impact how you do your day-to-day …

Which Works Better: Learning Objectives or Pre-Quizzes?

As readers of this column, and anyone who has ever attended my one of my workshops knows, I am a limited fan of learning objectives (LOs). I do think they are useful, and even essential, for two purposes: Structuring content and ensuring all important content is covered when creating learning materials.Creating fair, valid, and reliable …

Storytelling Works. Doesn’t It?

It is conventional wisdom in the learning community that storytelling is an effective form of training. I think we all have an intuitive sense that storytelling engages the emotions of our learners and helps them understand concepts in context. But what does the research show? If you google “storytelling and learning” you will find the …

Just Because It’s Short Doesn’t Mean You Will Remember It

Here at Intela, we are big fans of microlearning. There is a huge amount of research demonstrating that presenting small nuggets of information spaced over time improves learning retention. Much of this is due to limitations on our working memory: Working memory is short-term (no more than a few minutes) and limited – capable of …

Text. Pictures. Narration. Animation. What’s Best for Instruction?

When I teach my workshop on Modern Learning, I always ask my students the following question: You are creating an eLearning course using text, graphics, animation and narration. You are showing an animation. What is best for learning: Animation plus text Animation plus narration Animation plus text and narration Usually 50% or more of the …

Is There a Failure Rate That Leads to Optimal Learning?

I think we all have an intuitive sense that learning should be difficult, but not too difficult. If, for example, you enrolled in a third grade math class you would likely do very well but wouldn’t learn anything you didn’t already know. On the other hand, if you enrolled in a graduate course in theoretical …

A Study That (Maybe) Justifies Using VR for Training

Earlier this year I wrote a blog post (here) questioning the value proposition of using VR for training. I DID NOT argue that VR was not effective; what I did argue was that I have yet to find a study that shows that VR is MORE effective than traditional, less expensive, forms of training -- …