Tip #269: Save Interactivity for Complex Subjects
This Tip discusses research findings that it is better to save interactivity for complex subjects instead of basic skills. Last week, we discussed the fact
March 27, 2009
This Tip discusses research findings that it is better to save interactivity for complex subjects instead of basic skills. Last week, we discussed the fact
This Tip discusses two ways to build and reinforce connections among learners to create a learning community. In a recent workshop, Wanda Sloan, HR Diversity/Staff
This Tip looks at three simple ways to create a learning community in a training workshop, including common grouind questions, pair shares, and job associations.
This week’s Tip will address the fourth challenge: How can we help SMEs learn how to select appropriate activities? Three Factors in Selecting a Learning
This Tip focuses on helping SMEs see that specific participatory activities are easy to design, such as questionnaires. Five Challenges Working with SMEs When we
This Tip provides steps for helping SMEs value participatory activities over using lecture as their instructional method. Why SMEs Gravitate to Lecture Why do SMEs
This Tip looks at how I fixed the disconnect between my message and my semantics: learning versus training. Learning versus Training For a long time
This Tip looks at three important features of the human information processing system relevant for PowerPoint design. In his article: The Cognitive Load of PowerPoint:
This Tip explores the remaining three of six cognitive load theory effects that reduce extraneous cognitive load. How to Reduce Extraneous Cognitive Load According to
This Tip discusses extraneous cognitive load, or ineffective load, what causes it and three of six theories how to reduce it. I had originally thought
This Tip provides an overview of cognitive load theory and the fact that our working memory has limited capacity. In early December, Janis Taylor sent
This Tip explains schemas and automation, then the three types of cognitive load trainers need to be aware of. The intention of cognitive load theory