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Jessica Knox is a human performance specialist. She is currently cooking up a wild new way to approach team building as co-creator of Teamwave and acts as strategic advisor to Metrix Group, a custom learning solutions agency in Toronto.Jessica is completing graduate studies in Digital Futures at OCADU and is commercializing Teamwave at the university’s startup incubator, the Imagination Catalyst. She also holds a M.Sc. in Biochemistry from UC Riverside, which comes in handy in the most unexpected situations, and a Certified Training and Development Professional (CTDP) designation from CSTD. You can find her on Twitter: @Jess_Knox.

Jessica Knox

July 2014 - TD Magazine

3D printing—the art (and science) of building a digital three-dimensional model and “printing” it, layer by layer, into a tangible 3D object—has been the talk of the tech world lately. Thinking about the technology within a training context can help us understand it and consider how training professionals might use it in their work.

3D Printing

Get Real: How Do We Bring Authenticity to Learning Tech?

Training Through the Google Glass

New Technologies, Simple Uses

Biometrics and Self-Regulated Learning

3D Printing in Training

Industry workers must be equipped with the skills to succeed—the technical skills and the interpersonal skills like collaboration, adaptability, and communication.

The 4.0 Shift: From Line Worker to Knowledge Worker

Bloom’s Taxonomy was created for instructional designers, as a framework to create holistic learning experiences that focus on each of three domains of learning.The key piece that is so often forgotten is those first few words: Bloom’s was created for instructional designers. Not learners.An instructional design needs well-crafted learning objectives to ensure that training is accomplishing specific goals. Learners need training that is developed around those meticulously honed objectives so that their behavior can change—and time is well spent. The learner DOES NOT need a bulleted list of those perfect objectives.When I am not designing web-based training, I am also a piano teacher. In that realm, I may design a lesson this way:After completing this lesson, the student will be able to:analyze melodic lines for intervals and patternspredict chord structure based on the movement of the melodyexperiment with cadence and inversion to produce a variety of soundsinterpret the melody in a range of styles including classical, jazz, and rock.When a student walks in the door and wants to know what we’re doing, I don’t show them those objectives. I tell them, “Today, we’re going to learn your favorite song by ear, and add a little improv!” Why? Because that’s what they care about. The behavior that matters to the learners will get them sprinting to the bench to get started. Yes, properly designing the lesson matters—but not to the learners.It is because those bullets don’t have “meaning” to them. How objectives are crafted is only really important to those of us designing training. Regardless of the age of your audience, when they walk in the door, they just want to know what they will be able to do after leaving and the benefits for their time.Quick TipsDon’t tell your learners they will be able to “explain the purchasing policy”. Explain how they can minimize the time it takes to get their purchases approved.Don’t say they will be able to “comply with the safety requirements.” Tell them they’ll prevent injuries.Don’t say they will “formulate effective development plans” for their employees. Tell them that they will support their employees in developing skills and landing promotions.ATD young professionals are encouraged to get involved and submit content to ATD blogs. Find out more information about how you can share your content.Want to learn more about Bloom's Taxonomy? Enroll in our Bloom's Taxonomy course today and start the program immediately!

What You Forgot About Bloom's Taxonomy

The New Culture of Learning

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