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Why Instructional Designers Should Draw

According to graphic designer Von Glitschka, his industry (graphic design) has: “become creatively lazy over the last 20 years when it comes to the creative process… Instead of spending the necessary time working out concepts by drawing out the ideas and thoroughly exploring the visual possibilities in a drawn form, they instead immediately jump on the box.” Hearing Von Glitschka’s assertion made me wonder about the instructional design industry. Certainly,…

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combined institutional knowledge

How To Extract Knowledge From Experts Before It’s Lost

If, on his last day of employment before retiring, a man tried to walk out the door with a favorite personal computer he used at work, what would happen? Even if the company appreciated his expertise and commitment, they likely wouldn’t let him leave with a computer. Now, what would happen if that same employee walked out on his last day without sharing any of his expertise? Business as usual…

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Minimum Viable Products Meet Learning and Development: A Match Made in Heaven or Hell?

I am part of an international crew of L&D professionals that organizes and facilitates a bi-weekly chat on Twitter under the hashtag #chat2lrn. Over the past couple of years I have gained many new ideas and perspectives from both the #chat2lrn crew and those who take part in the chats. In our chat last week, we focused on what L&D can learn from start-up culture and methodology. I will admit…

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22 Free e-Learning and Graphic Design Resources

Everyone loves a freebie. The problem with many free resource sites is that you are often inundated with so much unusable garbage that it’s hard not to feel like you are wasting your time. Below is a collection of design resources that I have personally found useful as an e-Learning, web, and graphic designer.

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The Power of Chunking: How To Increase Learner Retention

In 1980, K. Anders Ericsson and his colleagues published a fascinating experiment. They took a student of average intelligence, memory capacity, and IQ and had an experimenter test the limits of his memory. The experimenter read a series of random numbers and then had the student recite them back in the exact order. If he was able to recite the numbers in the correct order, the experimenter would add another…

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