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Assessing the Design of a Learning Program: Part 2

In part 1 of this blog we identified how we define an “effective design” and introduced our Learning Evaluation form and discussed how it can be used with the designers’ clients to confirm they have a clear understanding of their clients’ expectations for their learning programs.

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Assessing the Design of a Learning Program: Part 1

As an instructional designer why would you want to assess the design of a learning program? It could be as straight forward as wanting to know if you have done a good job on the program design you just completed. It could be more complex. For example, you might want to identify which of the existing learning activities and materials have weak designs and would benefit from some updating. In some situations, organizations have standardized their instructional design methodology and want to confirm all the designers and developers are producing learning materials that adhere to the new standards.

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Maximizing Learning Transfer

It is a fact that organizations are spending billions of dollars annually on their learning and development (L&D) activities. Paired with this fact, is the belief that no more 20% of this investment results in the transfer of the new skills and knowledge back to the job. Current research in neuroscience (Neuroscience Part 1: What Was Old Is New Again; Neuroscience Part 2: Spacing Effect; Neuroscience Part 3: Microlearning) is identifying new ways to maximize learning, but if the new skills and knowledge are not getting transferred to the job and improving performance, it is a waste of time and money.

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Getting Certified with FKA

FKA is the recognized leader in Trainer Certification. We have helped over 80,000 learning and performance professionals attain meaningful certification in their industry. You can earn these premier credentials in several ways.

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Adult Learning Principles: Incorporating them into the Virtual Classroom

Part 2 of a Two-Part Series

In the first blog of this series we talked about incorporating adult learning principles in the traditional classroom. This second blog focuses on how to adapt these principles for the virtual classroom.

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Adult Learning Principles: Incorporating them into the Traditional Classroom

Part 1 of a 2-Part Series

Adult Learning Principles are the actions and conditions that support, enhance and promote learning for adults. FKA has identified ten adult learning principles specific to instructors/facilitators that ensure learning happens. In this blog we will focus on how to incorporate these principles in the traditional classroom.
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Tell Them a Story

Using scenario-based questions (SBQs) to draw learners in and deepen their learning.

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Using Distance Coaching to Develop Untethered Workers

In 2014, Bersin by Deloitte published their infographic, Meet the Modern Learner. In it they reported that companies are finding it harder to reach and develop their “untethered” workers. This is a significant problem because at the time 30% of full-time employees did most of their work remotely.

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Four Stages of Learning and Retention Factors

Effective facilitators and instructional designers, support the stages of learning by helping learners appreciate where they are in the model and then guide them through the subsequent stages.

Let’s quickly review the Four Stages of Learning and then identify some retention factors that increase the probability of moving information into the long-term memory, through those stages.

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How to Grab and Hold Learners’ Attention!

For learners to learn, they must pay attention. It is our job as instructional designers and facilitators to ensure learners will be motivated to focus on the content throughout the lesson.

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