Using Your “Lessons Learned” to Design More Efficiently

With the constant pressure to do more for less…and FASTER!, learning professionals are always on the look-out for tips from experienced professionals. This blog describes how FKA’s design and development team takes full advantage of decades of experience over hundreds of projects.

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Assessing the Design of a Learning Program: Part 2

In part 1 of this blog we identified how we define an “effective design” and introduced our Learning Evaluation form and discussed how it can be used with the designers’ clients to confirm they have a clear understanding of their clients’ expectations for their learning programs.

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Assessing the Design of a Learning Program: Part 1

As an instructional designer why would you want to assess the design of a learning program? It could be as straightforward as wanting to know if you have done a good job on the program design you just completed. It could be more complex. For example, you might want to identify which of the existing learning activities and materials have weak designs and would benefit from some updating. In some situations, organizations have standardized their instructional design methodology and want to confirm all the designers and developers are producing learning materials that adhere to the new standards.

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Maximizing Learning Transfer

It is a fact that organizations are spending billions of dollars annually on their learning and development (L&D) activities. Paired with this fact, is the belief that no more 20% of this investment results in the transfer of the new skills and knowledge back to the job. Current research in neuroscience (Neuroscience Part 1: What Was Old Is New Again; Neuroscience Part 2: Spacing Effect; Neuroscience Part 3: Microlearning) is identifying new ways to maximize learning, but if the new skills and knowledge are not getting transferred to the job and improving performance, it is a waste of time and money.

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Scoping a Learning Solution – Art or Science? Part 5

Scoping a Learning Solution Part 5 – Project Plan

This is the fifth and final part of our blog, Scoping a Learning Solution – Art or Science?. If you haven’t read the earlier parts, please do so:

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Scoping a Learning Solution – Art or Science? Part 4

Part 4 – Media Requirements & Evaluation Plan

This is the fourth part of our blog ‘Scoping a Learning Solution – Art or Science?’ If you have not read the previous posts, please do so:

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Scoping a Learning Solution – Art or Science?

Estimating Duration

Scoping a learning solution…is it an art or is there some science involved? After 50+ years of scoping a wide range of learning solutions, FKA can say, “Yes.” There is an ‘art’, or at least a skill, to scoping a solution but we have developed a structured approach that provides a scientific framework to the process.

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eLearning Game Development Workflow Part 3

Step 3 of the Game Development Workflow – Develop the Storyboard

The third step in developing an online game is to represent the game concept in terms the programmer can interpret. This is achieved by preparing a storyboard of the game. The game storyboard is similar to the storyboard prepared for any e-learning development project. In this case you:

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