Instructional Design

December 17, 2016

5 Tips To Integrate Discovery Learning Activities Into Your Instructional Design

Firsthand experience is a crucial component of the learning process. It gives learners the power to explore topics on their own and use their newfound skills in real world situations. In this article, I'll share some tips for employing a Discover Learning approach to your Instructional Design for eLearning.

by Christopher Pappas

December 8, 2016

The Psychology Of Color And Instructional Design

Balancing the art, emotional connection, and psychology of color. And the benefits of this knowledge in Instructional Design and marketing.

by T.Raven Meyers

December 4, 2016

Instructional Design Strategy: What Is Its Role In eLearning Design?

Everybody expects better ROI from an eLearning course, but how do you achieve that is the big question. Just as a teacher can shape the future of a kid, an Instructional Design strategy helps learners attain their learning goals.

by Ayesha Habeeb Omer, Ph.D

November 29, 2016

The Ultimate 3-Step Failsafe Assessment Formula

PulseLearning has a failsafe assessment motto, “To test the Right Objectives at the Right Level with the Right Question type”. In this article, PulseLearning shares how this motto translates into a watertight assessment methodology.

by Ruby Spencer, CTDP

November 22, 2016

5 Ways To Make Learners Receptive To Learning

An important ingredient for a course to succeed is make students receptive to learning. How can we get this right, opening up their minds for the possibility of learning, and thereby making full use of what the course has to offer? Read on to find out.

by Srividya Kumar

November 21, 2016

6 Ways To Use Mistake-Driven Learning

We are fastidious about teaching learners all the right things. Do this, then do that, and then that. We don’t want to miss out on any point, lest they make a mistake. But what can mistakes teach us? Here is how to use mistake-driven learning by building mistakes purposefully into your courses and leverage them for teaching.

by Srividya Kumar

November 18, 2016

Memory And Learning, Part 2

Last month, I began a series of articles about knowing and using the constraints of perception and memory. Unlike some other constraints on learning interventions (such as time), there are no ways to get around memory. We either work with it or people learn less well (or not at all). Here is my second article discussing the relationship between memory and learning.

by Patti Shank, PhD

November 18, 2016

7 Tips To Improve Lateral Thinking Skills In eLearning

Being able to approach a problem from different angles is an essential skill. Your online learners must be able to make the most of their resources in and out of context. In this article, I'll share 7 tips to improve lateral thinking skills in eLearning.

by Christopher Pappas

November 14, 2016

Instructional Design And Learning Styles

Though there may be skeptics who do not believe in different learning styles, it pays for training designers to apply multiple modalities of learning based on the learning content. Let us talk about Instructional Design and learning styles.

by Ayesha Habeeb Omer, Ph.D

November 12, 2016

An Outline For Creating An Instructional Design Document

In order to build anything, we need a “blueprint” – a document that acts as a framework for the project; the same applies to eLearning. Before we start developing an eLearning course, we need to create a blueprint and that is called Instructional Design Document.

by Ayesha Habeeb Omer, Ph.D

October 26, 2016

Learning Designers – How Spooky Are We?!

As Learning Designers, what do we aim to achieve? Here's what I learnt from the spirit world!

by Amit Sarkar

October 25, 2016

How To Design To Help Working Memory, Part 1

When working on a project, it’s super helpful to understand and work within the project’s real needs and constraints. For example, when buying a car, knowing your finances and true needs will help you take into account what you can afford (including total cost of ownership) as well as what you really need. This thinking leads to better decisions. Because it’s often not possible to have everything, knowing what your client values most (for example, ease of updating and reduced costs for support) and what the audience most needs (for example, a quick start on basic tasks) helps you prioritize what you build and how you build it. Here is how to design to help working memory and offer more effective learning experience to your learners.

by Patti Shank, PhD