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A summary of our research report on how MOOCs (massive open online courses) are being used for organizational learning.
ABB finds an effective way to train thousands of engineers spread across the world.
This chapter outlines how to create smart interactions to make your e-learning more effective.
The terms game-thinking, game-elements, and gamification have all entered into the vocabulary of trainers, e-learning developers, and instructional designers in the past few years. But what do these terms really mean and how can you apply them to create interactive learning events that change behavior and improve performance? How can you make your instruction more game-like without the cost and effort of creating a large-scale game? However, we have to think about a few things. How should games-thinking be integrated into the curriculum? Can attitudes and behavior change as a result of playing a game? What elements can learning designers borrow from game designers? What is the one secret game designers know that instructional designers never seem to grasp? The answer to these questions, and more, are not all that mysterious and can be found in the research and in uncommon best practices. Based on the bestselling book, The Gamification of Learning and Instruction, this interactive session includes many examples of using game-elements, game-thinking, and gamification to promote learning for performance improvement and highlights how organizations have added game thinking to their toolkit. And, yes, you will play a polling game in this session. Discover how research-based practices and game-thinking fit in with today's fast-paced need for quick, effective instruction.
Virtually all large organizations are global, and facing the challenges of creating learning interactions that are beneficial and comprehensible to diverse audiences all over the world. Some organizations take the 'pray' approach, by creating learning for one geography and praying other audiences will get something out of it. Other organizations burn through huge amounts of money creating custom learning for every different geography. Isn't there a better way? Can't effective global learning be created in a way that doesn't break the bank? This session focuses on a pragmatic and reasonable approach to global learning design that utilizes archetypes, focusing as much on the commonalities between learning styles as on the differences. The Global Archetype approach adapts well-established cultural preference models and combines them with insightful learning models. The result is three primary Global Learning Archetypes and six secondary archetypes that allow training to be designed once and used around the world. This session focuses on: how the Global Learning Archetypes were created, how the Archetypes can be translated into design specs that any learning team can use, and how organizations are using the Archetypes to deliver globally while controlling cost.
How do you transform a global culture when classroom training is not an option? How do you inspire and engage 20,000 hyper-connected, tablet-toting workers to breakthrough innovation and performance? That was the challenge facing Kimberly-Clark. This presentation will describe its innovative diversity and inclusion initiative, featuring television-style video dramatizations, podcasts, scribe videos, QR codes, blogs, e-learning, and more. The centerpiece of the campaign was a scripted video drama series called the iTent. Some 20,000 leaders and employees could access the show every other week. It dramatized the main learning points about how to optimize the performance of diverse teams by managing people more inclusively. The 'mockumentary' video format of the iTent series was built around the concept of a video team shooting a documentary. Other creative video formats in the Kimberly-Clark campaign were 'scribes' where the story unfolds through a series of sequential artist sketches drawn on a whiteboard and 'machinimas' with avatars shot in a 3D virtual world. A radio-style podcast series featured interviews with company leaders. Interactive, always-on e-learning built on-the-job awareness and competency. Blogging and message boards created communities of learning. The speakers will show how this multi-modality campaign drove transformative behavior and created a more inclusive and innovative workplace.
Chances are, you didn't dream of becoming an e-learning designer when you grew up, did you? Most of the instructional designers in the e-learning business got here by accident. So now that you're here and doing this work, how can you become a more intentional practitioner? We'll take a look at four key areas to focus on in order to become a well-rounded e-learning designer, talk about ways that you can take your practice to the next level, and share some quick tips for better e-learning design.
Did you know that within the first 48 hours of your employees attending a traditional training or learning event, their knowledge retention drops to 33 percent? Did you also know that research now shows that nearly 80 percent of learning in the workplace takes place informally? So why are training departments still spending the vast majority of their budgets on formal training efforts? This session will address the methodologies behind performance support (learning while doing), and how it is now, more than ever, all around us!
There is a lot of talk about using social media for learning. Learning and development professionals know that the possibilities are endless, but where should we start? What concrete first actions can be taken to improve learning using social media? This session will deliver practical ideas, ready to implement, to upgrade current formal learning and training initiatives. By implementing the ideas of this workshop, you can increase the effectiveness, efficiency, longevity, and reach of formal learning initiatives in your organization. If training is your game, you will also learn how to improve in-class learning time by using social media tools for activities that do not have to be completed during class. Together we will answer these questions: For specific learning objectives or required competences, what could be achieved using social media tools? For training, what activities are best placed before, during, and after in-class sessions? What types of tools are best suited to what types of activities? What are the obstacles to successful adoption of social media for learning and what can you do to overcome them? How will you measure usage of social media in your formal learning initiative? How can you stimulate engagement from your learners?
Sometimes you use a technology product or a website and the experience is terrible. Other times you breeze through the experience and it's practically seamless to accomplish what you want to do. The difference is probably because the better experience was created following User Experience Design. User Experience Design is dedicated to understanding the end user. Through analysis techniques like field study observation and persona development, as well as user-testing methods, such as usability testing and heuristic evaluation, User Experience Design is dedicated to creating the best possible experience for each individual user. User Experience Design can help learning designers better understand their users' abilities, contexts, and constraints. Cost effective strategies like rapid usability testing can significantly improve learning design. Additionally, good usability can decrease a learner's extraneous cognitive load, thereby increasing the available attention for the actual learning content.
ASTD changed its name to ATD to meet the growing needs of a dynamic, global profession.
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