Use performance support. Have we considered performance support as an alternative or a component? Measure organizational results. Are we measuring the actual impact on the organization? Measure actual performance Are we following up by measuring results. performance improvements at a suitable period afterward? Measure learning Are we measuring learner ability and comprehension and decision decision making? making during learning. Measure meaningful learner Are we measuring learner perceptions of perceptions. what’s important? Iteration is necessary. Have we included time for testing and refinement? Support performance Have we provided sufficient preparation and preparation. post-learning support? Support learner understanding Have we given the learners conceptual with conceptual models. models to guide their performance? Use rich examples and Have we provided examples sufficiently counterexamples. in context? Mistakes can be good. Have we made it safe and instructive to fail? The Authors of This Tool Michael Julie Dirksen, Clark Quinn, and Will Thalheimer wrote chapter 22, Serious E-Learning “A Manifesto,” in the ASTD Handbook: The Definitive Reference for Training & Development, 2nd edition. This tool is available for use as part of readers’ presentations and programs provided the copyright attribution statement, below, is retained on all copies. For other uses or permission, please contact ASTD Publications at .
Use performance support. Have we considered performance support as an alternative or a component? Measure organizational results. Are we measuring the actual impact on the organization? Measure actual performance results. Are we following up by measuring performance improvements at a suitable period afterward? Measure learning comprehension and decision making during learning. Are we measuring learner ability and decision making? Measure meaningful learner perceptions. Are we measuring learner perceptions of what’s important? Iteration is necessary. Have we included time for testing and refinement? Support performance preparation. Have we provided sufficient preparation and post-learning support? Support learner understanding with conceptual models. Have we given the learners conceptual models to guide their performance? Use rich examples and counterexamples. Have we provided examples sufficiently in context? Mistakes can be good. Have we made it safe and instructive to fail? The Authors of This Tool Michael Julie Dirksen, Clark Quinn, and Will Thalheimer wrote chapter 22, “A Serious E-Learning Manifesto,” in the ASTD Handbook: The Definitive Reference for Training & Development, 2nd edition. This tool is available for use as part of readers’ presentations and programs provided the copyright attribution statement, below, is retained on all copies. For other uses or permission, please contact ASTD Publications at .