It is safe to assume that instructional designers have come a long way, and the proof is the unavoidable awareness about them. More and more organizations are seeking the professional services and consultations of these unsung heroes. Accreditation bodies are no longer showing mercy to training institutes and higher education organizations who have laurelled the ropes of an instructional designer, but do not possess a formal schooling of an ID. 2017 is definitely the year of the Instructional Designer and in this article, we bring to you the top trends instructional designers should be actively engaged in to develop. The greater demand for these experts comes with the enormous popularity of the training technology tools and trends. Learners and trainees have spoken. They have expressed their preferences and the need for superior quality media for learning - more than ever. Learners and trainees require deeper levels of engagement and interaction with the learning material. They are motivated to learn and perform better when learning is delivered through their preferred media and formats. Knowledgeable educators no longer contain their knowledge within the confines of stand-alone PowerPoints. They are constantly in search of media that will convey their message. Instructional designers are quickly bridging the gap between learners and knowledge providers. Here are the top trends of 2017 that need the immediate attention of instructional designers: 1. Augmented Reality (AR) and Virtual Reality (VR) We believe AR is the way to go, much more so than VR. Despite the common sprouting up of VR devices and apps, we still believe Augmented Reality would take over the training and educational scene. The reason being simple, the AR learning environment is more embedded in reality that the VR learning environment. Also, developing and designing AR instructional programs is a lot cheaper than VR learning programs. Instructional designers can safely expect rising requests from trainers and learners to create instruction within Augmented Reality elements. AR is synonymous to authentic, experiential and transformative learning experiences that have proven track records of improving cognitive achievement. The convenience of using mobile devices, especially the smartphone, will drive this medium as one of the top ID trends of 2017. 2. Digital Textbooks More and more training institutes are moving towards 100% online and asynchronous learning materials. Also, the demand for having offline availability of such learning materials is rising exponentially. Being able to access the learning material through mobile devices is also a top priority. Catering to such preferences has improved learning achievement, performance and lowered drop-out rates. Instructional designers will be showcasing learning materials in attractive digital textbooks that will interact directly with their learners. 3. Learning Analytics Always in the grey area, learning analytics have come a long way. They have been scrutinized for invading the privacy of learners, but not anymore. With their prevalent and successful use in the eBusiness world, analytics have effectively contributed to the buzzword "business intelligence". Consumers are increasingly aware of cookies placed on their browsers and inhabiting their personal boundaries. This has led to a more relaxed attitude towards learner analytics. Learning management systems are now gauged to improve LA reports. The goal is to analyze current learning materials and refurbish them to suit the learner in multiple ways. Learner analytics are paving a richer pathway towards learner-based teaching. 4. Microlearning This trend may sound familiar, but has not been used to its full extent in the past couple of years. Microlearning is exactly what it sounds like: bite-sized learning. Learning that can be swallowed easily,as opposed to overwhelming volumes of content that require learner antacids! Instructional designers will actively manage shorter learning modules that span a little over 90 to 120 seconds! Shorter videos, shorter presentations and shorter drill-and practice exercises will end abruptly in shorter quizzes that will provide immediate feedback and guidance on how to proceed with the learning program. 5. Game-based learning Okay, this may seem like something you already know, but again, this need has not been fulfilled successfully in the past. Game-based learning requires tactful instructional design techniques. These come with practice and mistakes. But, with the help of the mistakes of previous years, instructional designers can deliver better games for learning. These include realistic story-telling strategies, relatable protagonists posed as avatars, meaningful feedback that scaffolds learning, stronger connections between objectives and the game environment. Learners have marked their game-based learning preferences due to their better motivation and engagement capabilities. 6. Natural User Interfaces Presenting the learning material in a way that is the most convenient to the learner is in high demand. Learning management systems and instructional authoring systems are now reconfiguring their products to publish better learning interfaces. Instructional designers are commonly seen testing the learning program outputs and editing the content to facilitate the interface real estate. It’s all about the user experience and instructional designers are increasingly on to this trend. The top instructional design trends for 2017 might seem like they’re already quite familiar, but as their implementation becomes increasingly frequent, their prevalence only becomes more apparent. So, start embracing these as soon as possible and remain ahead of the curve! The post The 6 Top Trends for Instructional Designers for 2017 appeared first on TalentLMS Blog.

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Impacts of Task Analysis and Needs Analysis in Micro-LearningWhat is Task Analysis?Task Analysis is one of the oldest foundations in the training practice. It means several things to many professionals. Essentially, it is the process of analyzing how a task is accomplished. The analysis covers all factors that are necessary to perform a job such as physical and cognitive skills, duration and frequency. Some of the original proponents of traditional task analysis or behavioral task analysis were Munsterberg (1909), Gilbreth (1909), Taylor (1911), Conrad (1951) and Crossman (1956).Associated concepts accompanying Task Analysis are:Chaining: Burrhus Frederic Skinner is credited for the term "chaining." He theorized that when a given response produces or alters some of the variables that control another response, a "chain" is formed (The B.F. Skinner Foundation, 2014). A complex task is broken down into small units. Each step or link strengthens the next step and response. Chaining leads to mastery of the task.Training Needs Analysis or TNA is the process of identifying training needs in an organization for the purpose of improving employee job performance.Task Analysis has contributed to successful solutions in complex training as demonstrated in military, healthcare, heavy industries training, complex simulation, and recently in designing products such as the UX design (Interaction Design Foundation, 2016) and software (Bass et al. (1995) that enhances day-to-day experiences.The Remnants of Task Analysis Gone Wild?Tasks evolved as part of training and learning science because of the need to identify the activities that learners needed to be trained on. In complex situations it demands extensive new knowledge acquisition. In these cases "front-end analysis" is a must.With Task Analysis comes some practices that have gone wild or out of control. The following are anecdotes that we often hear and observe:"Learners must learn the step by step process.""Learners don’t know what they don’t know.""Training must be based on needs analysis."In today’s high-speed environment and connected workers and learners, does task analysis accelerate or impede learning on the go or learning on need, a way or method we call micro-learning?Consider These Reflections"Learners must learn the step by step process."—The Barista—Self-Correcting, Learning and DoingSee a video of a Barista.In the practical world, when problem solving is the mode of work on the job, learning step by step—although it sounds safe and soothes the comfort level of trainers and designers—does not necessarily happen or is unreal. Admittedly, there are steps that are so closely linked they must be learned and applied in sequence or simultaneously. Technologies in embedded tips, solutions, guides and references enable the learners and workers to find the steps and knowledge, almost instantly without having drilled down in formal or previous training. The error-correcting process of tools makes it possible for a learner to fix the problem and correct the actions before submitting the final action (Quinn, 2009). Learners are doing and learning at the same time.Micro-learning and micro-actions, on the other hand, facilitate the trial and error and simultaneous learning and doing method."Learners don’t know what they don’t know."—Untidy Learning and ExperiencesTask analysis helps create a very clean, clear and well-defined training structure and plan. In the real world, most learning activities are untidy, disorganized, random, disorderly and do not follow a plan. When trainers say "Learners don’t know what they don’t know" they are missing a key ingredient in worker performance—that learners and workers have experience—whether low or high—and they bring these experiences into their work. The workers may not perform a well-defined task based on the "ideal" work condition, but they perform (Pink, 2011).There are so many invaluable implicit knowledge on the job, which no amount of formal and structural task analysis can capture.A Micro-Learning plan helps capture the informal knowledge that forever would be lost without allowing untidy experiences and learning to be captured.See a video on recursive learning. (link to tip on recursive learning a study telling story how he is learning)"Training must be based on needs analysis"—Wishful ThinkingAfter working with hundreds of clients and thousands of learning professionals in my workshops, I have the distinct impression that we see an increasing number of learning programs that fail the test if they are subjected to the classical training needs analysis process. One of the key reasons is that a significant amount of content is not task-based but rather more informational. Additionally, the volume of knowledge and rapid change provides less incentives to follow a formal training needs analysis process. We should not feel guilty if we fall into this trap. It is good to reflect that perhaps the formal needs analysis is being replaced by such methods as a dynamic collection of rated content, instant insights from learners while at work and growing a need for micro-learning—making content smaller—so workers can use it quickly to match a need. I think this has some relationship to what Michael Allen describes in his book "Leaving ADDIE for SAM." This is what we would call instant application of learning. We now see learners grabbing a tiny lesson to quickly solve a problem. This is, to my mind, a response to a need of learning, which skips formal learning needs analysis.ConclusionMicro-learning is veering from traditional task analysis, which emphasizes formal and hierarchical learning (institutionalized setting), and toward a less formal setting. Although micro-learning breaks down complex tasks into segments or units, there is no need to learn these units in sequential order. In this sense, it can be concluded that in today's learning environment, Micro-Learning encourages that learners jump, skip, learn and apply what they can at the point of need.ReferencesThe B. F. Skinner Foundation. B.F. Skinner Science and Human Behavior. 2014Interaction Design Foundation. Task Analysis a UX Designer’s Best FriendBass, Andrew et al. A software toolkit for hierarchical task analysis. Applied Ergonomics, 26(2), April 1995, pp. 147-151Clark Quinn. Ignoring Informal. 14 October 2009Daniel Pink. Drive: The Surprising Truth About What Motivates Us. April 5, 2011Bunson, Stan. Front-end analysis: blueprint for success (part I). June 11, 2011Krüger, Nicole. Micro-E-learning in information literacy. 31 May, 2012Reinemeyer, Erika . Edward Lee Thorndike (1874-1949). May 1999Tip #29 - Trial and Error: Beng, Beng Bingo LearningTip #35 - Instant Learning Impacts Performance: One Idea, One Action Learning EventsTip #108 - How to Create 5-Slide Micro-Learning - Tiny, Succinct, FastTip #109 - 12 Metaphor Story Questions to Engage LearnersRay Jimenez, PhDVignettes Learning"Helping Learners Learn Their Way"Ray Jimenez, PhD Vignettes Learning Learn more about story and experience-based eLearning

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Can you believe we are already in the midst of the holiday season?! Neither can we! To celebrate the ending of 2016, Russell Martin and Associates will be offering "Season's Savings" starting TODAY!  Here's the deal (no pun intended): Starting December 1st and ending December 16th, we will be offering 12 deals that will be difficult to resist. Each deal will only be valid that specific day, so if you like the deal act fast because it won't be available the next day! Below is a glimpse at the first two deals.  Today's Deal: 50% off Managing Projects Use code 12DealsDay1 at check out.Purchase Now

Can you believe we are already in the midst of the holiday season?! Neither can we! To celebrate the ending of 2016, Russell Martin and Associates will be offering "Season's Savings" starting December 1st!  Here's the deal (no pun intended): Starting December 1st and ending December 16th, we will be offering 12 deals that will be difficult to resist. Each deal will only be valid that specific day, so if you like the deal act fast because it won't be available the next day! Check out DAY 2 deal below.  50% off TriMetrix EQ Assessment Use code 12DealsDay2 at check out.Purchase Now TriMetrix EQ AssessmentLeveraging the power of three sciences, TTI TriMetrix EQ measures your ability to sense, understand and effectively apply the power and acumen of emotions to facilitate high levels of collaboration and productivity.

Why did Susan Boyle become an overnight sensation?According to Jonah Berger and Katherine L. Milkman in their paper What Makes Online Content Viral?, "Virality is partially driven by physiological arousal." The authors explain how evoking certain emotions in people increases the chance of a message getting shared. "If something makes you angry as opposed to sad, for example, you’re more likely to share it with your family and friends because you’re fired up," Berger says.Awe-inspiring content strongly influences emotions and increases action-related behaviors. Boyle's impressive and remarkable story captivated the hearts of her listeners and gave them hope. People realized that new doors can open at any point of life. Many were inspired to follow her footsteps.Thanks to YouTube, Boyle became an instant international celebrity. Inspired by what she accomplished, millions of viewers exchanged insights about their feelings, their opinions and their own hopes. People from all over the world learned about each other. Boyle's story affirmed what Academy Award-winning producer Brian Grazer said: "The power of YouTube has made it the most valuable storytelling outlet our planet has ever seen."Boyle proved that stories can drive social learning.The challenge then becomes: How do we leverage social sharing behavior and formal learning content and instructions? Here are some ideas to help you get started on arriving at an answer.Tip 1: Use language that encourages experience sharing.Stories arouse emotions and enrich the mind. Consider these two approaches of giving information.The first approach: "Constant exposure to loud noise is harmful."The second approach: "Do you know that Roy lost his hearing due to too much exposure to noise?"The first approach states a fact; the second invites the listener to engage in a conversation and thus has a stronger impact than the first because it evokes an emotional response and a desire to know more.When we get so emotionally involved with a story, we begin to identify ourselves with some of the characters. Because we are social beings, we are always in a relationship. Sharing what we feel, what we think and what we do just follows spontaneously. Emotions are as contagious as viruses.To make experience sharing smoother, use language that encourages it. Examples include:What has worked or not worked?What are the frustrations?What are the joys and dreams realized?Tip 2: Encourage sharing of factual content.Social learning, unlike formal instruction which is highly factual, is contextual and emotional, thus elaborates on a the wider scope of the story.  It melds facts with emotions and context, and weaves stories and factual content into seamless lessons. This is facilitated by stories, which act as emotional drivers and help create context for learners.Present factual lessons using an emotional context that learners can immediately relate to. Introduce facts by highlighting its impacts on living situations.Consider the following scenarios and how you can seamlessly incorporate facts into their emotional context:What would a broken spare tire do to the health and safety of a worker?How would listening help establish rapport?Tip 3: Allow learners to share their interpretations of factual content.When people share stories, they begin to ask questions. Have you experienced something like that? Did you ever feel the same way? How did you resolve it? Did it work? They share factual content that are meaningful to them.Encourage learners to share their experience about a specific problem or situation. Guide them by asking questions like "Have you seen or experienced this in your life or situation?" or "What would you do to resolve this?"ConclusionStories enhance successful social learning because they add meaning to factual content. They encourage learners to share their own stories. Hence, stories are preferred methods in social learning projects.ReferencesJonah Berger, Katherine L. Milkman (2012) What Makes Online Content Viral? Journal of Marketing Research: April 2012, Vol. 49, No. 2, pp. 192-205Bozarth, Jane. Social Media for Trainers: Techniques for Enhancing and Extending Learning. Pfeiffer, 2010David Brooks. The Social Animal: A Story of How Success Happens. Short Books: April 1, 2011David Brooks. The Social Animal. March 2011Brian Grazer. Susan Wojcicki. Time: April 16, 2015Association for Psychological Science. Why Do We Share Stories, News, and Information With Others?. June 28, 2011Tip #20 - Weaving Stories and Factual Content for Seamless LessonsTip #54 - Social Learning Ought to be Story-Sharing: "Friends You Haven't Met Yet"Tip #109 - 12 Metaphor Story Questions to Engage LearnersRay Jimenez, PhDVignettes Learning"Helping Learners Learn Their Way"Ray Jimenez, PhD Vignettes Learning Learn more about story and experience-based eLearning