Category Archives: Learning Lab Experts Series

Neurolearning

Infographic: How Neurolearning Can Drastically Improve Your Employees Ability to Learn New Skills

By | Engage and Retain, Learning and Development, Learning Lab Experts Series, Neurolearning | No Comments

Learning is a lot more than just “Read this,” and “Look at that.” When receiving new information, our brains are firing on all cylinders to process, route, and store that data for later recall. With 86 billion neurons firing at a rate of 300 million per second, the brain is a veritable information and retrieval machine, so why does so much learning ignore the brain’s way of thinking?

This about why we so easily remember things like songs, commercials, and movies, but seem to almost instantaneously forget the content of last week’s training material. You might not realize it, but neurolearning pieces are at play here.

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Learning and Development

5 Core Ingredients of the Best Learning and Development Teams

By | Engage and Retain, Learning and Development, Learning Lab Experts Series, The Millennial Workforce | No Comments

No one can really tell you the exact recipe for organizational success, but it usually has many of the same ingredients. A dash of momentum; a generous helping of insight; all the right key players. But if you want to make sure your organization is seen as not just successful, but also an innovative workplace that employees love, it needs to be a learning organization as well. Successful learning and development teams see past training by rote to actually educate employees and improve talent management.

Here is a list of 5 core ingredients that transcend every successful L&D department.

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Ways training design affects information retention

How to Avoid Letting the “Turkey Effect” Affect Learner Retention

By | Engage and Retain, Learning and Development, Learning Lab Experts Series, The Latest In Design and Development | No Comments

You’ve probably heard the story about the turkeys that go to the flying convention, where they learn to soar like eagles. Of course, after the convention, all the turkeys turn around and walk home.

It’s a poignant metaphor for instructional design. What good are beautifully designed eLearning modules if learners forget what they’ve experienced the moment class is over? It’s through the design of programs and modules that learners internalize information deeply enough to actually change their behavior. Understanding how design is linked to learner retention can help you avoid the “turkey effect” during (and after) training.

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the four interaction styles

How These Four Interaction Styles Rewrite “The Golden Rule”

By | Learning and Development, Learning Lab Experts Series, Neurolearning, The Latest In Design and Development | No Comments

You’ve probably heard of the Golden Rule: Do unto others as you would have other do to you. Basically, the Golden Rule tells you to treat people the way that you’d like to be treated. There’s a problem, though.

What if people don’t want to be treated like you?

Every individual is just that–an individual. That means that applying the same experience, be it eLearning, management, or just daily interactions, to everyone you work with may be a disservice to different people. You might think you’re applying to Golden Rule, but learners and colleagues are wishing you’d treat them differently.

Perhaps the Golden Rule isn’t to treat people the way you’d like to be treated, but to treat people the way they want to be treated.

In order to achieve this, it’s important to understand the four interaction styles. Most–if not all–the people you come in contact with can fit into one of the four following categories, allowing you to toggle the way you work, talk, and interact with them.

The Analytical

An analytical person operates with facts and logic, rather than ideas and imagination. They want hard numbers, and won’t really make a move until the payoff is absolutely sure. Rather than come up with ideas, the analytical prefer to ask questions and form hypotheses, acting in a cautious and careful way. When interacting with an analytical type, it’s important to bring hard facts and clear numbers to support your ideas.

The Driver

The person who is all about results can be considered a driver. Drivers make quick decisions and thrive on fast environments and tons of competition. They’re definitely considered extroverts and are the ones who take action. Because of this, working with drivers means to be able to show results and execute quickly–or risk getting steamrolled along the way.

The Amiable

There are people that can be considered real team players. Whether it’s making sure everyone’s included or participating in conflict management, the amiable type prefers to be a peacemaker. Amiable workers know that everyone does their best when relying on and working with one another, so they make great team leaders. They are sometimes quiet, but endlessly patient, so they operate best where they can solve problems and keep everyone on track.

The Expressive

Sometimes known as the dreamers of the interactive styles, the expressives are those who love to brainstorm, come up with new ideas, and look at the big picture. And, not only do they get excited about their lofty projects, they’re able to get other people excited about new ideas, too. This means expressive types and invaluable as motivators and taking initiative to start something new.

Getting to know your own interaction type is just as important as getting to know the types of those you work with. Once you understand how you prefer to interact with your team, you can adjust your style to treat people the way they want to be treated–whether or not it’s the same as your preferences.

Let us know which interaction style you most relate to in the comments below.

L&D, training, change behavior

How to Engineer “Aha!” Moments In Your Training

By | Engage and Retain, Learning and Development, Learning Lab Experts Series, Neurolearning | No Comments

It’s the Holy Grail for L&D professionals: that moment when learners go from passive participants to involved champions because they had an “aha” moment. The “aha” moment is a much-sought after, often-misunderstood facet of training, but it doesn’t have to be a slippery, illusive concept. By taking certain steps, it’s possible to engineer that lightbulb moment for learners to suddenly grasp new concepts and allow them to change their behavior.

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Did Our 5 Big Predictions for eLearning this Year Come True?

By | Building A Learning Culture, eLearning Solutions, Learning Lab Experts Series, Learning Trends | No Comments

At the beginning of the year, we predicted some of the trending issues that would make headlines in the eLearning sphere for 2015. So, how did we do? With the benefit of hindsight, we peek at the highlight reel for 2015 to find out whether the forecasts made through our eLearning crystal ball came true–or not.

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5 Signs It’s Time For Your SPOC To Get A Makeover

By | Building A Learning Culture, Learning Lab Experts Series | No Comments

We get it: Change can be hard. But when your small private online course (SPOC) isn’t cutting it anymore, it’s probably time to make some alterations. After all, not only is ineffective training a waste of time, but it can be a burden on financial resources as well. If your SPOC is guilty of the following five offenses, it’s probably time to embrace change, revamp your course material, and learn to love more effective training.

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4 Video Game Elements to Steal for Your Next Webinar

By | Building A Learning Culture, eLearning Solutions, Learning Lab Experts Series | No Comments

Unless you’re a total noob, you know that video games are onto something when it comes to engaging players and getting them hooked. But consider this: According to ESRB, the average gamer is 34 years old. It’s a surprising number and one that might look suspiciously similar to that of the age of your average learner.

Now, contrast the sights, sounds, and motivation when playing a video game to a webinar: Traditionally one-note and easily forgotten, webinars are rarely as exciting as button-mashing during a fight game, but that doesn’t mean they can’t be just as engaging. By stealing a few interactive elements from video games, webinars can level up to something more than just a visual presentation.

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Good, Better, Best: Buildable Microlearning for Macro Results

By | Building A Learning Culture, eLearning Solutions, Learning Lab Experts Series | No Comments

We’ve all been guilty of the “just one more level” rule when playing a video game. It usually happens when playing what should be a quick level of Candy Crush or Plants vs. Zombies and the next thing you know, you’ve been at it for an hour and are now a leading expert on which greenery would work best to protect your home in the case of a zombie apocalypse.

And that’s exactly what game designers want you to do: They know that if they strategically break gameplay into small pieces, and then structure the game so that levels build upon one another, players are more likely to get hooked. Not only do they want to play–they want to play well to gain points and level up.

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Hold the Phone: Why Mobile Learning Limitations are NBD

By | eLearning Solutions, Learning Lab Experts Series | No Comments

Mobile learning naysayers are more than happy to point out that smartphones–while great for playing Candy Crush and uploading pictures to Instagram–simply aren’t cut out for eLearning. The screens are too small; the battery life is too short; and overall, desktop wins when it comes to in-depth eLearning modules.

But the limitations surrounding mobile learning aren’t that big of a deal. As long as your organization isn’t giving mobile learning the desktop treatment, there’s no reason that smartphone and tablet-based eLearning shouldn’t be part of a healthy and effective training strategy. The next time someone tries to take some of the wind out of your mobile learning sails, remind them that the few drawbacks are well worth the positive effects of just-in-time learning.

“Battery life is too short…”

While it’s true that mobile learning is subject to a user’s battery life, it’s unlikely that a mobile learning application would be open and utilized so long that it would effectively drain a day’s worth of cellphone battery. In most cases, users would pull out their phones, find the necessary information, and then put their phones away.

If the mobile learning module does require extended periods of viewing, such as a video or animation, media should be kept short and sweet (think less than five minutes) to ensure that mobile learning is as quick as it is accessible.

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