Tag Archives: long term memory


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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Would you knowingly get on a plane with a novice pilot? Or undergo surgery with a first year med student? Most of us, given the choice, would opt for an expert pilot and a highly acclaimed surgeon. In fact, we have come to expect a high-level of expertise, particularly in fields such as aviation and medicine. Where does this expertise that we literally “trust with our lives” come from? At its core, expertise is the result of intentional, well-designed training. When you look at your e-learning training program, ask yourself whether you have intentionally designed it to either develop or maintain expertise. In my last post in the series, I introduced the 3 principles that all training—including e-learning– should be designed to do: Optimize the potential for learning Develop or maintain expertise Transfer training to the job For this post, I’ll be focusing on expertise: what is an expert and … Continue reading

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