It’s been called “America’s number one drug problem” and “a miracle drug for the tired.” Onsite training programs often provide coffee as a refreshment for learners and instructors alike, and its presence in the workplace is so expected that coffee frequently appears on the list of top perks offered in desirable workplaces.
Google the term “disruption” and you will find many results. It seems that everyone is trying to attach their product, service or training to this buzz word, often inappropriately. What will be the next truly disruptive innovation for the learning profession? Let’s start with a few definitions so we’re all speaking the same language.
The Learningtogo Brain and Learning newsletter has been awarded the Constant Contact 2016 All Star designation. The annual award recognizes the most successful 10 percent of blogs and newsletters on Constant Contact, based on their significant achievements using email marketing to engage their customer base and drive results for their organization during the prior year.
I’ve written previously about the influence of other disciplines on the science of learning, such as looking at desire paths, an architectural concept, to help design effective informal learning experiences. Now I’m returning to architecture again, to share how ceiling height can affect the way your brain processes information.
If you’ve ever watched or read science fiction, you probably know about the “butterfly effect.” The idea is that the gentle flapping of a butterfly’s wings can stir up a hurricane on the other side of the world. What you may not know is that the idea comes from actual science, specifically meteorology.
Are you happy? Don’t overthink your answer, don’t parse it into happiness in some parts of your life but not others, happy about certain things and not others. These mental gymnastics are clever ways to avoid the central question – are you happy?
When I started my consulting business more than a decade ago, I was energized by the research papers I was reading from the new discipline of neuroscience and stunned to learn that most teachers and trainers had never even heard the word, let alone started to incorporate these findings into their practice.
In my workshops I often talk about the power of story to draw the learner into the role of a character, seeing things through his or her eyes.
Last week a colleague of mine gave me some pointed feedback that set me back a bit. “I’m not following you for your political beliefs,” she said. My initial reaction was to deny that I was making any political statements, but the truth is, I was and I knew it.
I recently wrote about “desire paths” and learning, linking a concept in architectural design to learning design. Basically, the idea is that our brains naturally look for the easiest path to our destination, so over time users of a system will show the designers where the formal pathways should be. It turns out that your brain isn’t just looking at the easiest path in the physical world; it is constantly creating a backup plan for every tiny decision you make, all day long.