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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 article here: http://www.learningsolutionsmag.com/articles/1570/brain-science-pre-training-is-essential-to-a-complete-training-package

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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

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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 of Learning Solutions Magazine, here: http://www.learningsolutionsmag.com/articles/1502/brain-science-should-learning-be-easy-how-effortful-processing-improves-retention

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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 Magazine here: http://www.learningsolutionsmag.com/articles/1486/brain-science-the-visual-system-and-learning

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Brain Science: Writing So the Brain Understands

Much of what we communicate in eLearning and other kinds of teaching relies on the written word. Many instructional designers worry that learners may be poor readers and so try to “write down to their level.” Is this the right approach? Is reading ability even a problem? Or is the problem our approach to writing? Here are some guidelines that may surprise you.

Read my article in Learning Solutions Magazine here: http://www.learningsolutionsmag.com/articles/1474/brain-science-writing-so-the-brain-understands

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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 attention.”

 

Check out my June 2014 article in Learning Solutions Magazine here: http://www.learningsolutionsmag.com/articles/1440/brain-science-focuscan-you-pay-attention

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Brain Science: Enable Your Brain to Remember Almost Everything

“In his recent columns, Art has explained the nature of memory and ways to change the shape of the “forgetting curve.” In this column, he adds another important technique for overcoming forgetting: boostering.”

Read this May 2014 article I wrote for Learning Solutions Magazine here: http://www.learningsolutionsmag.com/articles/1423/brain-science-enable-your-brain-to-remember-almost-everything

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Brain Science: Overcoming the Forgetting Curve

It is a painful fact that employees quickly forget most of what they learn in training. The forgetting curve quickly erodes the benefit of the instruction—that is, unless you know the secret of the “booster”! Here is a simple way, proven through research, to improve memory and behavior change following instruction.

Read my article for Learning Solutions Magazine here: http://www.learningsolutionsmag.com/articles/1400/brain-science-overcoming-the-forgetting-curve

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Brain Science: The Forgetting Curve–the Dirty Secret of Corporate Training

We try to design training, including eLearning, so that people will remember what they learn and apply it to the workplace. But people forget half the information that instruction presents within an hour, and 90 percent of it within a week. Can a designer do anything about this? Read what neuroscience knows about why we forget—the foundation for understanding how to deal with it.

Read my article for Learning Solutions Magazine here: http://www.learningsolutionsmag.com/articles/1379/brain-science-the-forgetting-curvethe-dirty-secret-of-corporate-training

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Brain Science: The Neuroscience of Teaching and Learning

The human brain is enormously powerful. It contains and controls our memories, our passions, our thinking, and our learning. Successful eLearning applications must work in a way that is compatible with the way the brain learns. Today we introduce a new column that will explore what neuroscience is finding out about the way the 100 billion nerve cells in the brain function!

Read this article for Learning Solutions Magazine here: http://www.learningsolutionsmag.com/articles/1354/brain-science-the-neuroscience-of-teaching-and-learning

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