E-learning Curve Blog at Edublogs

We have been discovering Instructional Design (ID) the learning materials need to implemented and improved, and that’s what we’re going to investigate today.

[Read more]

Well now. Back from NY and totally energised by my trip to Manhattan. Where were we…? Oh yes -
The methodology I’ll be describing is a generalised account of the type work I carry out when developing and implementing non-formal learning initiatives in organisations – I invite you to argue, discuss, praise etc. as [...]

[Read more]

I’m going to begin this post by mentioning Donald Clark’s view on Donald Kirkpatrick’s model – the post has the tongue-in-cheek title Donald Talks Bollocks, and it gives an alternative view on the four levels; have a read, it’s good stuff.
However, as Mr. Clark points out, rejecting Kirkpatrick doesn’t provide a answer to how [...]

[Read more]

Donald L Kirkpatrick first published his ideas on evaluating learning in 1959 in a series of articles in the US Training and Development Journal. The articles were subsequently included in his book Evaluating Training Programs (originally published in 1975; I have the 2006 edition).
In this text he outlined and further developed his theories on evaluating [...]

[Read more]

I consider a case study methodology to be the most effective strategy to use when evaluating non-formal learning because this approach provides the means to develop a rich description of the non-formal learning (NFL) initiative.
This assists in providing a context, and helps define the NFL initiative’s value to the learners and to the organisation. An [...]

[Read more]

I have suggested in a previous blog entry that non-formal learning (NFL) is located on a continuum between so-called informal and formal learning (see Figure 1)
Figure 1 the Learning Continuum
and that learning is situated in a larger socio-cultural context – a cognitive web – that provides the knowledge-centric framework within which learners operate (see Figure [...]

[Read more]

In previous posts, I’ve suggested that knowledge workers under time-pressure and with high demands on their skills are motivated to continually educate themselves on new topics. In small- to mid-sized enterprises, for example, workers are required to learn new skills, behaviours and attitudes in the context of their functional tasks. As they do not necessarily [...]

[Read more]