Tag Archives: e-learning training programs


Every day we are inundated with information: emails, text messages, voice mails, meetings, etc. Adding training to that content mix, regardless of how necessary or relevant, can be overwhelming. While some people may be information junkies, many prefer to get to the point—they want the “need-to-know” pieces of training information. When designing an e-learning training program, determine the key points, and make sure these key ideas are highlighted for the learner. By making your main ideas clear, you are reducing the load on the learner’s working memory, freeing it up to focus on and make sense of the “need-to-know” information. Here are 6 things you can do to help learners focus on the most important information in your e-learning training programs:   1. Break it up and Keep it Scannable: Use Headings When presented with information, we look for cues about what to pay attention to. For instance, in this … Continue reading

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We’ve all been behind drivers who fail to notice when a light turns green, even worse when it turns red,  or who cross several lanes of traffic, seemingly unaware of the squealing brakes in their wake. What might cause drivers to make these potentially deadly mistakes? Distractions.  According to the U.S. Department of transportation, 18% of traffic accidents in 2010 were all caused by distracted drivers.  Distractions are cited as a major cause of human error across many arenas. In 2009 the New York Times reported that a commercial pilot flew 150 miles past his destination. When asked by a controller about what happened, the pilot cited “cockpit distractions.” A study published by MedPage revealed that surgery residents committed eight times as many errors during simulated procedures when faced with realistic distractions than when they completed procedures without distractions. E-learning training programs and distraction…  As much as we might like to … Continue reading

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If you haven’t been the victim of a 100+ slide Powerpoint presentation, then likely you’ve been imprisoned by a monotone lecturer droning on about how you can improve what you’re doing. When this presentation began, whether slides or lecture, you were eager to learn, ready to tackle and apply the new information, but as slide after slide infiltrated your vision or minutes turned to hours as a presenter dumped his knowledge onto you, you likely became overloaded. Meaningful learning was shut down and replaced by constant time checking, distracting yourself with the idiosyncrasies of the speaker, or fiddling with your computer screen. What began as a training session, promising to improve your performance, has ended in a headache with little retention of information. Why does this happen? Although learners, in general, can hold 7 plus or minus 2 chunks of information (associated pieces of information that can be processed as … Continue reading

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