A GREEN business strives to have a positive impact on the environment and community .We develop and practices business strategies that go beyond regulation and demonstrate commitment to a healthy and sustainable future. IPI.SA is GREEN business that adopts principles ,policies and practices that improve the quality of life for its customers and employees…
IPI.SA is well aware that there is a need for social commitment and we are thoroughly involved in our local business community through the Chamber of comerce and industry. We also understand that KwaZulu Natal provides the world with a beautiful landscape and we feel it is especially important to safeguard this environment for future generations and we ensure that we utilize both our skills and technology, whilst remaining environmentally aware.
In my new book, Evidence-based Training Methods (ASTD Press), I conclude my review of research on learning styles with the hope that if readers do nothing else, they abandon time and resources devoted to learning styles in favor of other instructional methods which have much more evidence to support them. In other words, it’s time to drop the learning styles myth. What do you think about learning styles? What makes the learning style idea so compelling?
I’ll devote some future posts to the evidence (or lack thereof) on learning styles that I’ve seen since I wrote my book.
Original Article: http://clarktraining.com/blog/
Huk and Ludwigs (2008) reported best learning of economic principles from lessons that added both goals (a coffee shop scenario) and reflection exercises to a lesson on supply and demand that included a knowledge section and a business simulation compared to a baseline lesson that omitted the goal orientation and the reflection exercise. Interestingly, lessons with ONLY the goal or ONLY the reflection exercises did not improve learning. But the combination of both resulted in a 39% increase in post test performance compared to the basic lesson. The authors suggest that learning is optimized by a combination of scenario-goals that motivate learners AND cognitive learning support – implemented as reflection exercises in this research. Huk, T & Ludwigs, S. : Combining cognitive and affective support in order to promote learning. Learning and Instruction (in press in 2008).
Original Article: http://clarktraining.com/blog/
Just back from Training 2010 where I heard Tony O’Driscoll speak and also bought the book! (Learning in 3D from Pfeiffer) Here’s my first thoughts. The book is definitely worth the investment – we all need to keep up on the affordances of new technology. An excellent story leads off Chapter 2 – I won’t be a spoiler – take a look. See Brian’s reply to my previous post for good ideas on how to use virtual worlds in training.
Some bones to pick. I think a technocentric approach to training can lead us down some unproductive paths – technology per se is never a solution. To their credit, the authors stress the need to use VW when it makes sense to promote organizational goals. Social collaboration is one of the sells – BUT we have very little evidence on collaboration and learning in 2D much less 3D. In Chapter 3 they contrast synchronous e-learning with a virtual 3D lesson. I think they set up a misleading dichotomy by contrasting a poorly implemented synchronous session with a (better designed?) VW session. I’d rather instead read about the strengths and drawbacks to VW. Most of us are beyond the “Which medium is best?” question. I also disagree regarding their recommendations for use of token economies to motivate learning in VW or any other medium. What say you?
Original Article: http://clarktraining.com/blog/
My colleagues and I are just finishing up the second edition of Graphics for Learning. One of our goals was to update the research on visuals. The biggest single category of new research turned out to be evidence on animations. Here’s the bottom line:
1) To teach how things work – what I call process knowledge a series of still visuals is as good or better than animations
2) To demonstration how to perform tasks involving motion – animations are better than stills
3) Limited evidence on how to demonstrate social skills favors video or animation over text narratives. I’d love to see a comparison of still visuals versus video versus animation.
How do you use still versus dynamic visuals in your training products?
Original Article: http://clarktraining.com/blog/
First, this is an opinion piece – I have not seen systematic research on the value of corporate universities. But a recent client experience reinforced something I said in the first edition of Building Expertise: Corporate Universities are often a STEP BACKWARD.
Of course there are many different implementations of Corporate Universities. But just the name signals an emphasis on education rather than organizational performance improvement. Education has it’s place – but often the residue of an educational rather than work performance emphasis is transfer failure. Rather than signal an educational metaphor, how about a title that suggests improved workplace performance such as Capability Development or???? What do you think about corporate universities?
Feel free to leave your comments in the section below.
Original Article: http://clarktraining.com/blog/