Instructional design is evolving rapidly, and the view of the instructional designer as a rapid-authoring expert is no longer relevant to the needs of the market. I am often asked about what makes a good instructional designer, so I have put together some of the key skills (beyond the baseline design and authoring abilities often associated with the role), which I think a modern instructional designer needs to possess in order to produce effective and engaging learning interventions.
This is my third and final post on Knowledge Vs Learning. In this post I look at some of the key points around a strategic approach, the organisational factors around implementation, and some practical advice on what the inputs and outputs of an integrated system should look like.
In this second post out of three on Knowledge Vs Learning I examine some of the defining principles around how knowledge management and Learning resources can integrate to form a single solution. These principles focus on combining the fundamental outcomes of high performance and developing people within a single framework.
The separation of knowledge resources and learning objects has always been something which has caused problems for business and institutions in the past. In this series of blogposts I’m going to examine the integration of knowledge management and learning and development. In this first of three I will examine some of the principles and theories around knowledge and learning, and how their definitions have become more blurred.
In this video I summarise the key points from my blog entry Is Google all we need. I ask the question about how we should be using Google for learning, and whether search will replace traditional views of learning.