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MOOCs Research Whitepaper

Expanding the Scope of Organizational Learning
ATD Research | December 23, 2014 | Whitepaper

A summary of our research report on how MOOCs (massive open online courses) are being used for organizational learning.

Big Data Research Whitepaper

How Big Data Is Affecting Organizational Learning
ATD Research | June 05, 2014 | Whitepaper

A summary of our research report on how big data can affect the learning industry.

Accidental Instructional Designer

Chapter 6: Interactivity That Counts
Cammy Bean | May 16, 2014 | Book Chapter

This chapter outlines how to create smart interactions to make your e-learning more effective.

Three Mysterious Keys to Interactive Learning: Game-Thinking, Game-Elements, and Gamification

ATD 2014 Session: W101
Karl M. Kapp | May 07, 2014 | Video

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.

Practical Usage of Social Media for Formal Learning

ATD 2014 Session: M115
Dan Steer | May 05, 2014 | Video

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?

Performance Support: Are We Missing a Huge Opportunity?

ATD 2014 Session: M302
Bob Mosher | May 05, 2014 | Video

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!

The Accidental Instructional Designer

ATD 2014 Session: M209
Cammy Bean | May 05, 2014 | Video

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.

Four Ways to Use Digital Curation in Learning

ATD 2014 Session: SU117
Ben Betts | May 04, 2014 | Video

The world is full of rich content. We just need to put it to use. Digital curation could hold the key to how we deliver 'more for less.' We can curate content to help inspire our employees and our customers, or to help us design and deliver more formal learning experiences using a wide range of content that we didn't necessarily produce 'in-house.' In this session we will consider digital curation in four broad roles within L&D: inspiration, instruction, integration, and application. Inspiration is what we call curation that is done by other people on your behalf, outside of a formal learning environment. Instruction is the same thing, but done within a formal learning context. Integration is a more personal curation process; how individuals blend new learning experiences with existing thoughts. And finally, application is how individuals apply new insights in the real world; how we individually manage knowledge on a day-to-day basis. Using a blend of these techniques we will work together to understand potential strategies for using more digital curation within your L&D context.

Games, Learning Styles, and Engagement: An Evidence-Based Approach

ATD 2014 Session: SU301
Ruth Colvin Clark | May 04, 2014 | Video

How much time and money are wasted on instructional methods and learning environments that don't work? Are learning styles fact or fiction? Are games more effective than traditional methods for learning? What are 10 basic approaches to engagement regardless of delivery medium? Based on her forthcoming book, the speaker will update you on the latest instructional research you need to apply for an evidence-based approach to your training design and delivery. During the session we will separate fads from facts including learning styles, games, and media panaceas. We will overview a new chapter in the book on evidence on games by summarizing lessons learned from three streams of research on games. Engagement in learning will be a major focus of the session as we review evidence on 10 engagement strategies applicable to in-person classroom, virtual classroom, or asynchronous e-learning.

User Experience Design for Learning

ATD 2014 Session: SU309
Julie Dirksen | May 04, 2014 | Video

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.

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