Seriously,there is no time for design

Training can often be the right answer—or part of the right answer—to help people learn how to do something that is new for them. Although some may be tempted to ignore instructional design when faced with a tight time line, that is exactly when following a systematic process can provide a recipe for success. Given six important questions, the right ingredients, and the right recipe, even quick development efforts will benefit from instructional design.     

Implementing Education for Sustainable Development in schools: learning from teachers’ reflections

In recent years, in the UK, there has been a significant focus on research in Education for Sustainable Development/Global Citizenship Education (ESD/GCE) in initial teacher education and on projects and initiatives used with pupils in schools. However, there has been less specific focus on the ‘voices’ of teachers who have undertaken such projects: the documentation of their perceptions of effective pedagogy for the development of their pupils’ learning and, importantly, the development of their own concepts and values in relation to sustainability education as a result of implementing ESD/GCE-related topics. This paper aims to provide data from this relatively under-reported area. It examines what the teachers learned about effective pedagogy from undertaking a systematic study of their own practice in ESD/GCE-based topics, and it highlights the development of their own understanding of, and values about the place of ESD/GCE in the curriculum. The paper presents an analysis of the reflective journals kept by 10 teachers during the planning and implementation of ESD/GCE projects within their own classrooms. Findings emerging from the study were that critical reflection on their work gave the teachers the confidence to adopt the more learner-centred pedagogy of ESD/GCE, and that teachers, too, were able to benefit from the participation in ESD/GCE activities.     

Rethinking mobile delivery: using Quick Response codes to access information at the point of need

This article covers the use of Quick Response (QR) codes to provide instant mobile access to information, digital collections, educational offerings, library website, subject guides, text messages, videos, and library personnel. The array of uses and the value of using QR codes to push customized information to patrons are explained. A case is developed for using QR codes for mobile delivery of customized information to patrons. Applications in use at the Libraries of the University of Utah will be reviewed to provide readers with ideas for use in their library.     

From the research: Myths worth dispelling: Seriously,the game is up

When new media and delivery systems are introduced, they are often accompanied by claims that they provide increased learning. The temptation to ascribe learning powers to delivery systems is strong, as evidenced by repeated attempts over many decades to do so. A relatively new arrival, serious games are currently the recipient of much attention in this regard. In a new meta‐analysis of learning in training programs with or without games, Sitzmann (in press) suggests that delivering training via simulation games enhances learning, while she also acknowledges that instructional methods—not delivery systems—provide the ingredients that facilitate learning. If blog posts and Internet articles provide a useful indication, many practitioners are furthering claims for increased learning and retention via serious games. These claims provide fertile ground for a new set of myths about this relatively new delivery system. Before choosing to invest in acquiring or developing serious games, decision makers should consider (a) instructional methods and (b) whether they will realize benefits from a cost and implementation perspective. They should not select serious games because of claims that the games will intrinsically enhance learning.     

Seven plus or minus two

For over 50 years, seven plus or minus two has been a commonly used guideline for gauging how many chunks of new information should be presented at one time in learning and performance situations. Often cited as the limit of working memory, this guideline was created as a result of misinterpreting an article by Miller (1956). More recent studies suggest that the limit for working memory is more like three, and sometimes four, with various factors influencing the capacity of an individual's working memory. Given too much novel information at one time, learners and performers can be derailed by cognitive overload. Instructional designers and performance consultants can adjust the presentation of new information to manage intrinsic, extraneous, and germane cognitive load. This column provides suggestions about how to reduce cognitive overload to improve learning and performance.     

Design and Delivery of Training for International Trainees: A Case Study

One problem faced by instructional designers in multinational corporations is designing training for use with other cultures, while using resources effectively. A naturalistic case study approach was used to determine which conditions international students bring to technical training are the most critical and which aspects of the delivery of instruction are affected most critically by those traits. Respondents included students from several countries, as well as instructors. The most critical traits were value differences and language difficulty. These affected all aspects of training, but most critically the needs assessment and the instructional strategies. Critical instuctional strategies include reiterating concepts in several ways and using visuals, clear and active language, and relevant and specific examples. Effective strategies also include allowing more time for instruction, building in frequent breaks, and using media that use multiple senses and allow students to go at their own pace.