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Millennials, Goldfish & Other Training Misconceptions

Debunking Learning Myths and Superstitions
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$16.95 $19.95
$16.95 $19.95
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Can You Tell Learning Fact From Fiction?

“Training should be tailored to individual learning styles.” “We only use 10 percent of our brain.” “Multitasking is as simple and efficient as flipping a switch.”

Some myths and superstitions have their fervent believers. But unlike everyday misconceptions such as “Bats are blind” or “George Washington had wooden teeth,” these learning myths can cost you. Fortunately, trained skeptic Clark Quinn has once and for all laid them bare before the research and evidence.

Now, myth busting has never been easier. Millennials, Goldfish & Other Training Misconceptions debunks more than 30 common assumptions about good learning design to help you avoid wasting time, resources, and goodwill on unproven practices. Drawing on cognitive psychology and learning sciences, Clark equips you to challenge the claims you’re likely to hear from peers and co-workers.

Be a smart consumer, and stand behind the science of learning.

Book Details
ISBN: 9781947308374
Pages: 200
Publication Date:
Formats: Paperback, PDF
Product Code: 111807
About the Author
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Reviews
Author, Show Your Work, Better Than Bullet Points, and Social Media for Trainers
Quinn takes on one popular myth after another and breaks them down in a straightforward, no-nonsense format. This book is great for the new practitioner trying to separate wheat from chaff or the experienced practitioner seeking to win challenges with well-meaning stakeholders and SMEs—or bar fights.
Author, Michael Allen’s Guide to e-Learning, CEO, Allen Interactions
Clark not only exposes common misguided practices for the myths and superstitions they are, but most important, also recommends practical, effective alternatives that will make your learning programs far more effective. I love this book!
Author, Write and Organize for Deeper Learning and Practice and Feedback for Deeper Learning
Use the concise and engaging information in Clark Quinn's new book to move beyond the myths, fads, and folklore that hold us and our organizations back. One of the best benefits is learning how to analyze others' learning, training, and outcomes claims. So important.
Learning Advisory Manager
This book is useful for those who want or need to investigate the truth behind learning myths, superstitions, and misconceptions. The clear structure, short sections, and solid research make it a worthy addition for anyone who cares about learning.
President, EPPIC
Millennials, Goldfish & Other Training Misconceptions is a tremendous contribution to assist in the necessary move toward evidence-based practice for L&D practitioners and their clients. Clark Quinn not only addresses the prevailing myths, superstitions, and misconceptions in the field today with what the research says, but also provides excellent guidance for what to do instead.
Author, Design for How People Learn
Clark Quinn has provided an invaluable service to our profession with this incredibly useful book. He's not only explained the issues with numerous myths and beliefs, but also takes the time to give us suggestions about what we can do to make better learning experiences. It's an essential book for any conscientious practitioner.
The Learning Coach blog
Do you think people have a shorter attention span than goldfish or that we use only 10 percent of our brain? Before you make your next instructional design decision, check out Clark Quinn’s fascinating look at learning and training misconceptions. . . . The book starts nicely with an introduction to the science of learning and learning myths. There is no judgement here; you will never feel silly for admitting to your misconceptions and misunderstandings.
1 Comment
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It's high time that a book on this subject has been written, and Clark Quinn has ensured that this will stand for a long time as the definitive guide to debunking the myths that so often get in the way of creating great learning approaches. I teach a lot of classes on a variety of eLearning subjects. Each time I do, I find myself having to dissuade students of notions that they firmly believe. Some of them challenge my expertise on the subject. I will now carry Clark's book with me to show them!
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