Tag Archives: classroom training
How to Evaluate Learning: The Kirkpatrick Model for the 21st Century

How to Evaluate Learning: The Kirkpatrick Model for the 21st Century

by on January 20, 2012 in Evaluation, formal learning, Informal Learning, Instructional Design, Training Development

Recent research by ASTD and REED Learning indicates that the top skills desired by Learning & Development departments are measuring and evaluating training.

Even though many Learning and Development organizations find it a challenge to prove training’s effect beyond how learners react to the training and whether they have learned the training content, senior management and business stakeholders are more and more interested in metrics that show the impact on the organization.

According to Donald L. Kirkpatrick’s revised “Four Levels of Evaluation” model, what we need to do is find out what success looks like in the eyes of these senior managers and stakeholders and let them define their expectations for the training program. Then we need to identify specific metrics to demonstrate and deliver on those expectations.

For those of you who are not familiar with the original Four Levels, this is what they are:

  • Level 1. Reaction: To …
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    Silicon Valley Parents Question Value of Technology in Learning. Should We?

    Silicon Valley Parents Question Value of Technology in Learning. Should We?

    by on October 27, 2011 in Classroom Learning, Evaluation, Informal Learning, Innovation, Learning Style Theory, Social Media, technology, Training Development

    According to the recent New York Times series Grading the Digital School, parents in some of the most tech savvy places in America are questioning whether the investment in classroom technology is paying off. Many are sending their children to “low-tech” schools.

    In Silicon Valley, the chief technology officer of eBay sends his children to the Waldorf School of the Peninsula, a nine-classroom school, and so do employees of Google, Apple, Yahoo, and Hewlett-Packard.

    … the school’s chief teaching tools are anything but high-tech: pens and paper, knitting needles and, occasionally, mud. Not a computer to be found. No screens at all. They are not allowed in the classroom …

    What does evidence show?

    Some experts interviewed for the first article in the series, In Classroom of Future, Stagnant Scores,  point out that there is little or no clear evidence that technology is paying off.

    In a nutshell: schools are spending billions

    …

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    Embracing Innovation in Learning

    Embracing Innovation in Learning

    by on April 22, 2011 in blended learning, Classroom Learning, eLearning, Facilitation, Informal Learning, Innovation, Instructional Design, Leadership, Organizational Change Management, social learning

    In her recent blog post Wonders or Woes of Change, Dr. Ellen Weber discusses the paradigm shift from traditional leadership to brain-powered, or innovative, leadership. This shift in leadership style can be characterized as moving from the “Do as I say” leader to the “Let’s work together to find the best solution” leader.  Leaders are beginning to move away from controlling the discussion to facilitating the discussion.

    Early indications of this same paradigm shift can be seen in the learning and education arenas. We are moving, albeit in fits and starts, from traditional learning environments, where curriculum are essentially assigned to learners, to more collaborative and innovative environments where learners can self-direct their learning and participate in communities of passion.

    The problem in executing this shift is not in setting up these new learning environments and communities, but rather in embracing the change. In her post, Dr. Weber asks this question:

    Why is change

    …

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    Brain Rules for Learning: Who Knew? We All Did.

    Brain Rules for Learning: Who Knew? We All Did.

    by on April 15, 2011 in blended learning, Classroom Learning, eLearning, Informal Learning, social learning, Training Development

    Recently, I was lucky enough to attend a keynote speech by Dr. John Medina on his book Brain Rules at the eLearning Guild’s Learning Solutions 2011 conference.  When I think of Dr. Medina’s address, especially among the many I attended that week, some words that immediately spring to mind are enlightening, engaging, exciting and energizing….pass the alliteration please!

    First of all, you should know that Dr. Medina is a developmental molecular biologist, research consultant, and Professor of Bioengineering at the University of Washington School of Medicine. You might wonder why Dr. Medina was speaking at a conference for eLearning professionals until you see this last credit…He is also the director for the Brain Center for Applied Learning Research at Seattle Pacific University. And when you hear him speak, you can tell immediately that the man is fascinated with and passionate about how the brain takes in and organizes information; the essence of learning.…

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    The Wisdom of Experience: Simplifying Complex Learning Targets

    The Wisdom of Experience: Simplifying Complex Learning Targets

    by on March 30, 2011 in Classroom Learning, Instructional Design, performance support, subject matter experts, Training Development

    In recent months, I’ve been working on a project to redesign a national training program for bulk plant employees in the propane industry. The material is being written at an 8th grade reading level and, for the most part, the training content is pretty straightforward. It covers topics like filling and emptying propane containers, and federal codes and regulations as they relate to the training tasks.  And, of course, safety considerations are paramount when training folks to work with a flammable gas that can give you instant freeze burns in its liquid state.  (Before I go any further, please note that propane is an extremely safe product when handled appropriately!)

    So, no big deal, right?  I mean, how hard can it be to explain how to safely fill or empty a propane container?  As it turns out, not that hard in terms of procedural steps, but much harder than I expected in terms of how …

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