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The Science of Learning E-Book

Patti Shank | October 19, 2016 | Book Chapter

Exclusive for ATD members: This compilation of Patti Shank's work covers a variety of science of learning topics, from foundational concepts to the changing nature of work.

Science of Learning 101: Are We Doing the Right Things?

Patti Shank | June 15, 2015 | Article

continuous learningCurrently, corporate learning and development (L&D) is still skewed heavily toward building courses and content, but this approach is not really in sync with the exponential rate of knowledge change and today’s knowledge-heavy work processes—or the instructional piece work L&D provides.  Consequently, L&D is dangerously close to becoming irrelevant in many organizations.  

Science of Learning 101: What’s the Point of Instruction?

Patti Shank | January 08, 2015 | Article

Patti Shank discusses why numerous disciplines (neuroscience, psychology, education, computer science, and others) expend enormous energy and resources to figure out how we learn and how to best build instruction?

Brain Fitness Exercises to Combat Fatigue

ATD 2014: Session TU210
Marinus Bell | May 06, 2014 | Video

Brain fitness exercises are physical and mental exercises to switch on your neurological system for learning and thinking, which results in improving performance on the job and minimizing human error. In this highly engaging session you will learn many brain fitness exercises that will help you combat fatigue and re-energize your brain and body. Not only will you personally benefit from these exercises, but you will also be able to apply them in the workplace whenever you experience fatigue or decreased levels of mental alertness.

Learners Into Leaders: Delivering Training to Leaders

ATD 2014: Session M319
May 05, 2014 | Video

Training leaders requires the same skills and goals as training any adult learner. The speaker will explain how she transformed classroom learners to workforce leaders using facilitative training techniques. She will explain how the best method is facilitative (interactive, cooperative, and learner-driven) because it matches individual needs of the adult learner to organizational needs. Teaching should call on the learner's life experiences and personal as well as professional interests. Lessons should utilize hands-on practice of skills, supported and reviewed by the group (following group dynamics theory). The speaker will use her experience training police officers and other public sector employees to show how the lessons that private leadership trainers can take from public-sector leadership training. The ultimate goal is to clarify leaders' vision of organizational goals and how they can be achieved collaboratively with those they lead.

The Neuroscience of Learning

ATD 2014: Session SU101
Josh Davis | May 04, 2014 | Video

Leaders at all levels are being required to learn more than ever, in less time and with increasing demands on their attention. In this environment, we need real breakthroughs in our capacity to embed new behaviors at scale. New discoveries from neuroscience about the nature of memory, how we learn, and how we can make learning stick more effectively, are beginning to provide some of these breakthroughs. Join the speaker for an interactive session that is designed to help change agents understand the brain as it applies to designing change, leadership, and learning initiatives. This session will take you through general design principles for how to create behavior change in leaders. Topics will include the science involved in: the importance of branding and communication strategies; design that puts embedding first; how to design the right 'weave' of learning; how to execute global projects effectively, leveraging new technologies; how to scale up learning; how to measure impact; and case studies.

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