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Article Title: Practice Early and Coach the Details Later

Publication: Integrated Learnings: eLearning

Summary: A typical approach to training begins by telling learners everything they ought to know about a topic, followed by practice activities that apply that new knowledge. This article suggests providing learners with practice activities much sooner, and then presenting information as post-activity coaching.

Research on cognitive load tells us that people can only absorb a limited amount of information in a single sitting. So, if an eLearning lesson begins with several pages of new information, learners will likely forget a portion of that. Why would we spend time presenting information that will likely be forgotten? If we limit the amount of information a lesson initially presents, we increase the likelihood that learners will recall it. Prompting them to apply that new information as soon as possible further helps promote long-term recall. And, it helps ensure that we use training time productively.

Click here to read the full article.

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Wanted to post a blurb about my two latest pieces for the InternetCE blog.

–1– Motivate Yourself to Learn through Attention, Relevance, Confidence, and Satisfaction

We’ve all had to complete training courses we weren’t particularly interested in. The purpose of this article is to offer learners ideas for making those courses more bearable. Keller’s ARCS model of motivation is widely recognized among instructional designers, so perhaps learners can also apply these principles to motivate themselves. Click here to access the article directly.

–2– The Study Tips We Tell Our Kids Apply to Us Too

Many parents encourage their kids to adopt productive study skills. But I suspect many parents are guilty of the “do as I say, not as I do” pitfall when it comes to their own learning. This post sheds light on how the study habits imposed on kids can be productive for professional development as well. Click here to access this post directly.

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