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.
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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…
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/
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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/
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