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?

How Good Are Your Test Questions? And How Do You Know?

I’ve written and reviewed tens of thousands of test questions. To state the obvious to anyone who has ever done it: Writing good test questions is difficult. It’s the reason that serious testing organizations, like those that produce the SATs and the ACTs, spend millions of dollars creating quality questions. Those of us who work … Continue reading How Good Are Your Test Questions? And How Do You Know?

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?

How Intela Helps You Detect Test Collusion (Part One)

For trainers who do remote, unproctored, testing (e.g. testing a distributed sales force) one nagging question is always: “Are my learners cheating?” Usually followed by the question: “If they are, can I tell?” The answers are (in order): maybe and maybe. It turns out there are three ways to detect cheating: one pretty simple, which … Continue reading How Intela Helps You Detect Test Collusion (Part One)

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)

Intela ™ Adds Confidence-Based Testing

  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

Why Continuous Learning?

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?

Active Learning Through the Ages (Literally)

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)