Art

Brain Science: Can Training Change Your Corporate Culture?

Some scandalous questions: What are the odds that your eLearning, by itself, will succeed at changing behavior? Put another way, “Does education matter?” Will teaching people new information really get them to behave in new ways? Art reveals some research that lay hidden for years, although it opens insights into what does and does not cause groups of people to… Read more →

Brain Science: Language and Its Many Meanings

It can happen that, in a class or in a discussion, people get into arguments and disagreements that keep everyone from making progress. Even worse, instead of learning, people only get frustrated, unhappy, and unproductive. Frequently, it turns out that the problem was that each person was using a particular word in a different way. Here’s a simple exercise to… Read more →

Brain Science: Pre-training Is Essential to a Complete Training Package

When the long-term training goal is retention and transfer of skills and knowledge, effective instructional design recognizes that certain key activities before and after a learning event (including eLearning and mLearning as well as instructor-led learning) are more important to success than what happens during the learning event. This article explains what pre-training is and its benefits. Check out this… Read more →

Brain Science: The Ultimate Mission of a Teacher

What is your goal as a teacher, an instructional designer, a training manager? What is the single aim of all teaching? This month’s column moves from research to application in the service of making a better world. Read my October article for Learning Solutions Magazine here: http://www.learningsolutionsmag.com/articles/1527/brain-science-the-ultimate-mission-of-a-teacher Read more →

Brain Science: Should Learning Be Easy? How Effortful Processing Improves Retention

For many instructional designers and teachers, one finding from research is so puzzling that they reject it immediately: that infusing training with strategic difficulties and challenges dramatically improves the learner’s long-term retention. Shouldn’t learning be easy? This month, Professor Kohn looks at the research and begins the discussion of how to apply it. Read this article, from the September issue… Read more →

Brain Science: The Visual System and Learning

Neuroscience has learned a lot about the way that the brain processes visual information. This article provides insights into the two distinct visual systems that operate concurrently and independently. Understanding these systems and how they work will provide instructional designers with important information bearing on ways to increase comprehension, retention, and transfer. Read my August 2014 article for Learning Solutions… Read more →

Brain Science: Focus–Can You Pay Attention?

“Researchers have reported that the average attention span of American adults has dropped, possibly to even as little as five minutes. Is this due, as other researchers suggest, to changes in the human brain, brought about by modern technologies such as television and the Internet? Maybe, maybe not. Art opens a discussion of what we know about helping people pay… Read more →