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LEARN HOW TO DESIGN ELEARNING THAT DELIVERS RESULTS (AND DOESN'T SUCK)! When you're tasked with creating your very first eLearning course, it can be hard (and downright scary) trying to figure out where to begin. You likely have a million questions running through your head. How do you plan your project and set it up for success? How do you collect learning content from your subject matter experts? Why do you need an eLearning storyboard, and how do you write one? How do you develop a prototype of your eLearning course? And, what the heck is a prototype anyway? When and where should you include interactivity? When should you let your SMEs review your course? And what's a "SME" again? And what do you do when they don't give you feedback? Trying to get answers to all of these questions can quickly leave you saying to yourself, "I don't think I'm cut out for this eLearning thing!" But, here's some good news: you're not alone! The truth is, most eLearning designers entered fell, stumbled, and dropped into the world of eLearning entirely by accident. This is where the second edition of The eLearning Designer's Handbook can help! In this book, Tim Slade will show you that the eLearning development process doesn't have to be as complicated as it might seem. If you're new to eLearning, Tim will walk you through the complete eLearning design and development process, providing you practical tips and advice, based on his own experience working as an eLearning designer for over a decade. With the second edition of The eLearning Designer's Handbook, you'll discover how to... Plan your eLearning project by conducting a kickoff meeting with your stakeholders. Conduct a needs analysis and recommend a training solution. Draft an eLearning project plan and development timeline. Define the learning objectives and create a blended training solution. Collect and organize your learning content into a design document. Create a course outline and draft a storyboard of your eLearning course. Create a prototype and develop your course with an eLearning authoring tool. Incorporate interactivity into your eLearning course. Reduce cognitive load and increase learning retention. Deliver and measure the effectiveness of your eLearning course. Conduct a retrospective at the end of your project. So, what's new in the second edition? With the second edition of The eLearning Designer's Handbook, Tim Slade went back to the drawing board to rewrite and redesign every single page of the book. Not only does the second edition include a boatload of new content on instructional design best practices, but it also includes even more practical content geared towards new eLearning designers. With the second edition of The eLearning Designer's Handbook, you'll get... 3X more content Full-color print Real-world examples More tools and templates
Dozens of books have been written about how to do training more effectively, with more impact, and so on. Yet despite all that well-meaning advice, of the $70 billion spent on training in the U. S., only 12-15 percent actually gets applied in ways that contribute tangible value to organizations. But Tim Mooney and Robert Brinkerhoff have discovered that some iconoclastic trainers achieve breakthrough results by having the courage to break away from the usual approaches and identify what is really needed and what really works. Studying why these bold training leaders were so successful implementing Brinkerhoff and Mooney’s High Impact Learning tools and methods led them to distill the principles and practices outlined in Courageous Training. Mooney and Brinkerhoff lay out the Four Pillars of Courageous Training, illustrating each with real-life examples that highlight specific concepts, methods, and tools. Going deeper, they delve into the mindset needed to truly transform training, which they summarize in the Courageous Training Code. And they present four in-depth case studies, written by training leaders in major organizations, showing the audacious actions these leaders took to produce dramatic—and measurable—business results.
This book covers the essentials of needs analysis from the emerging trainer's perspective by providing just the right amount of support and knowledge without going too deep into the subject. The topics covered include when and how to do a training needs analysis; using informal and formal analysis techniques; goal, task and population analysis; and how to develop and present a training plan for management approval. Each chapter includes appropriate data gathering tools. The Skilled Trainer series provides practical guidance for those who've had some exposure to training and would like to take their career to the next level.
Making informed decisions is the essential beginning to any successful development project. Before the project even begins, you can use needs assessment approaches to guide your decisions. This book is filled with practical strategies that can help you define the desired results and select the most appropriate activities for achieving them.
The Manual provides step-by-step guidance to assist instructors in training policymakers and practitioners in the use of economic instruments – pollution taxes, user fees, property rights, etc, - for sustainable development in general and for environmental and natural resource management in particular. Designed as an interactive working document composed of flexible modules and exercises and providing guidance for trainers and course participants, the manual offers substantial flexibility for trainers to custom design courses that meet local needs and priorities.
Military capability is delivered operationally at a team and collective level, be it a unit as small as a squad or section, or as large as a maritime task group. Modern military forces are required to deal with a potentially wide range of missions frequently involving multiple alliance partners, within a geopolitical environment which can seem to change rapidly. Individual performance, while being important, is not the primary determinant of mission success - force integration, interoperability, adaptability and teamwork are key factors. Team and collective training which fully addresses these factors is fundamental to the development and delivery of military capability. As a consequence, the requirement to determine training requirements and specify effective systems for the delivery of team and collective training is critical to operational success. Training Needs Analysis (also known as Front End Analysis), is a well-established methodology for analysing training requirements and specifying training solutions used extensively by the UK and its NATO partners. However, the analytical techniques employed are optimised for individual training, with little guidance being offered on its application in the team and collective context. Team and Collective Training Needs Analysis (TCTNA) has been developed to close this methodological gap. It addresses the issues of the relationship of individual and team tasks, teamwork, command and control, task and training environments, scenario definition, instructional strategy, team training approaches, instructional functions, and wide-ranging organisational and procurement considerations. Part One of the book develops an integrated set of models which underpin the analytical approach presented in Part Two. Worked examples and case studies illustrate the application of the approach. Between 2005 and 2015 the authors worked on numerous training-related research projects at Cranfield University and Coventry University for the Human Factors Integration Defence Technology Centre and the Defence Human Capability Science and Technology Centre on behalf of the Defence Science and Technology Laboratory, UK Ministry of Defence.
In 1995, Witkin and Altschuld proposed a three phase process model of needs assessment: - Preassessment (learning as much as possible from existing, inexpensive sources) - Assessment (collecting new information about the needs in consideration) - Postassessment (prioritizing needs, understanding their causes, and translating priorities into action plans for organizations). The model has been extensively re-conceptualized and forms the basis for this book. The content includes a user-oriented approach to a comprehensive overview of the three phases and the 14 key steps necessary to implement them. Numerous examples and practical illustrations are given throughout the text as guidance for needs assessors and those who do research on the topic. An extensive glossary of needs-related terms and an outline of a final report are also provided. The book is the first one in the Needs Assessment KIT with connections to the other four.
The Instructional Design Trainer’s Guide provides foundational concepts and actionable strategies for training and mentoring instructional design and educational technology students to be effective across contexts. ID faculty are charged with bridging the gap between research and practice preparing graduate students for the real-world workforce. This book provides trainers and university programs with authentic learning experiences that better articulate the practices of and demands on design and technology professionals in the field. Through this enhanced perspective, learners will be better positioned to confidently embrace constraints, work among changing project expectations, interact with multiple stakeholders, and convey to employers the skills and competencies gleaned from their formal preparation.
Implement a systematic approach to learning that meets the needs of your organisation and delivers tangible business results.