Leading technology critics, like Sheryl Turkle and David Brooks, suggest that the abundance of technologies, while offering great benefits, also forces people to imbed lots of knowledge and information but fails to process the information into useful and valuable knowledge to impact performance. You will be able to SPEED-UP by SLOWING IT DOWN – by allowing learners to stop, look, listen, and learn to contemplate how to apply the ideas.
In this session, you will see four case studies on how to add the contemplation process in the eLearning design.
In this session, you will learn:
- About a university graduate school project that requires critical processes as a key activity in the eLearning design
- About a large financial services company that requires “mapping and schema” presentations on how learners apply learning
- About a project management consulting initiative that includes “learner-to-learner” reflection moments for coaching
- About a global truck-engine manufacturer that requires “learning impacts reporting” to track applications
- About a large psychometrics company using collaborative systems to encourage reflection on case stories
Audience: Novice participants with basic knowledge in eLearning, social learning design, and implementation.
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