Category Archives: E-Learning

Training in the age of Google

By: Kathleen Iverson, Ph.D. The internet has created a generation of autodidactic learners–those who would rather “Google it” than rely on formal learning. Their favorite teachers are YouTube, Buzzfeed, Facebook, Quora, and Reddit; sites that pop up when you enter the search term, “How do I . . .” followed by almost anything from “find a job,” “deal with a

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Bridging the E-Learning Skill Gap

A new research report by ATD titled: Next Generation E-Learning: Skills and Strategies, reveals a significant gap in the expansion of E-Learning and the cause of the gap is surprising. Although a whopping 9 out of 10 of the 526 organizations surveyed said they offer some E-Learning to their workers, with organizations categorized as “high-performance” delivering the largest portion of

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Virtual Training and the ARCS Model of Motivation

Guest Author: Kimberly Isley-Pesto Picture this: It’s 9:00 am and you are preparing to deliver training via WebEx. The session is scheduled to last one hour and you’re expecting 70+ participants. You begin having nagging thoughts about the challenges you might face in facilitating a synchronous session, and panic sets in. You won’t be able to read body language as you would

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Piloting Digital Badges in Graduate Education

Digital or open badges are electronic credentials that communicate expertise to employers, educators, clients, and coworkers. Although badges are a topic of interest and discussion, they are not widely recognized or utilized. Most who are familiar with badges agree that they have potential and merit as a way to document, reward, recognize, and communicate learning and expertise. For background on

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Show Me Your Digital Badge: A new tool for higher education?

There’s a new badge in town and it’s digital, portable, and displayed in a multitude of locations including your resume, social network sites, and perhaps someday, even your diploma. A grown-up version of merit badges earned by scouts and video game fans, digital badges both motivate and measure learning. Linked to course objectives or competencies, they can document learning and drive

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Training at the Movies Part 1: What can Patrick Swayze teach us about manners?

BY ERIC HAHN Roosevelt Training and Development Graduate assistant As cases of alleged police brutality garner media attention and ignite protests around the country, it is no surprise that some municipalities have been reassessing how they train law enforcement workers. However, a surprise did come via Larry Celona and Bruce Golding’s February 24 New York Post article about the NYPD

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“We don’t need no stinkin’ badges.” Or, do we?

by Vince Cyboran, Ed.D. Associate Professor, Graduate Program in Training and Development Roosevelt University Much like the enigmatic emblems on Scout uniforms, “digital badges” are among the latest efforts for documenting skill competencies in individuals.  Mixed with an updateable–and up-to-date–portfolio, professional certification(s), and a wisely chosen graduate degree, badges supposedly signify not only the ability to “do,” but to “do

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