If you trust smile sheet ratings as a barometer of how effective your learning solutions will be, you're being foolish. Fortunately, a new kind of smile sheet has been devised: the performance-focused smile sheet.
http://www.astd.org/Publications/Blogs/L-and-D-Blog/2013/08/Performance-Focused-Smile-Sheets
As we’ve worked with clients and students, we’ve been repeatedly asked for guidance on the basic mechanics of good data collection and analysis. Survey Basics is a summary of that comprehensive research written in a way that (we hope) gets to the point of key issues in survey design.
http://www.astd.org/Publications/Blogs/L-and-D-Blog/2013/07/Why-Survey-Basics
Natalie Chan collected bets, dealt cards and calculated payoffs. She was not a croupier working in a casino — in fact, at 20, she was not even old enough to be on the gambling floor at the glitzy casinos just a short walk from campus.
http://www.astd.org/Publications/Blogs/ASTD-Blog/2013/07/Training-Future-Macau-Casino-Bosses
Isn’t a “flipped classroom” simply “blended learning” by another name? To some extent, the answer is yes. Adult education and training has been incorporating aspects of a “flipped” model via blended learning solutions. But there are some significant variances worth noting.
http://www.astd.org/Publications/Newsletters/ASTD-Links/ASTD-Links-Articles/2013/07/The-Flipped-Classroom-What-You-Should-Know
Although it’s likely that most readers are familiar with Kirkpatrick’s four levels of evaluation, a review is sometimes in order. Here’s a look at the advantages and limitations of each level, as well as a case study.
http://www.astd.org/Publications/Newsletters/ASTD-Links/ASTD-Links-Articles/2013/07/The-Four-Levels-An-Overview
“How do I find stories for my presentations and training programs?”
This is the most common question I get from people who recognize the power of storytelling, but aren’t sure where to begin.
Using and teaching storytelling for over 20 years, I’ve found that there are two paths to finding and selecting stories. The first path starts with the story and then identifies how it can be used. The second path “starts with the end in mind”—the key points and take away messages—and then reverse engineers those into stories that will illustrate, explain, and/or add impact to each point and message.
In this post, I am going to talk about the first path, because it’s the easiest and the most fun. I’ll talk about the second path in a future post.
http://www.astd.org/Publications/Blogs/L-and-D-Blog/2013/06/Where-to-Find-Stories-for-Your-Presentations-and-Programs
Your organization can reach greater heights with the right people, constructive thinking, responsible actions, and a culture of change.
http://www.astd.org/Publications/Newsletters/ASTD-Links/ASTD-Links-Articles/2013/06/Social-Greatness
Webinars, virtual classrooms, and web-based services can directly link the best experts worldwide with large, geographically dispersed audiences.
http://www.astd.org/Publications/Newsletters/ASTD-Links/ASTD-Links-Articles/2013/06/Transformational-Training-and-Professional-Development
That first meeting can be the big win or lose.
Initial training project meetings, where the training request is explored, may include the internal client, subject matter experts, instructional designers, production, and project managers. It can be a time for high-level analysis to determine how the request will proceed, but also a time when the client can feel overwhelmed. This initial meeting can be critical to the success or failure of a project.
http://www.astd.org/Publications/Blogs/L-and-D-Blog/2013/05/Dont-Lose-a-Training-Project
As the use of various learning technologies becomes commonplace in training departments, a perception has been building that implies that you can force fit any content into any technology.
There are several fundamental problems with this perception:
We are looking at entire programs (i.e. project management or sales training) and attempting to force the entire program into one delivery modality.
There’s an implied assumption that all delivery modalities treat all types of content in the same way.
http://www.astd.org/Publications/Blogs/L-and-D-Blog/2013/05/Applying-Blooms-Taxonomy-to-Learning-Technologies