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This blog reflected a while ago on the importance of informal learning. A relative new concept called ‘microtraining‘ might be a concrete answer to integrate informal learning in the learning structure of your organization. It is about a learning arrangement of more or less 15 minutes for each learning occasion. An e-learning paper from De Vries & Brali defines the microtraining as a learning arrangement of about 15 minutes for each learning occasion. Each session contains elements like an active start, demo or exercise, feedback or discussion and a shared view on how to proceed. The delivery of a micro-training can be blended combining face-to-face and on-line.

The concept of the microtraining is now part of a European Leonardo Da Vinci project. To understand the concept better we highlight their project case:

Due to day-to-day work demands companies are often unable to free up time for knowledge transfer. This is a problem. Because knowledge transfer on the shop floor is key to promoting sustainable development the environment and safety. Within this project the current situation in the construction, chemical and machine-building sectors is being analyzed in order to develop a Microtraining Support System that helps companies to put this training method into practice. The project is particularly aimed at the further development of the existing method and the evaluation of its effectiveness.

If you want to know more about microtraining, click here. After reading the entire article you might be able to answer our poll whether microtraining could be valuable in your learning and training activities. Let us know what it could mean for you.

[polldaddy poll=1153829]

Educational objectives

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In the beginning of the learning cycle you start to formulate your learning objectives as you know. The taxonomy of educational objectives of Benjamin Bloom has always been a good guideline to classify the different objectives you want to reach through learning and training. Bloom developed his taxonomy of cognitive domains and objectives according to three areas of learning:

  • Psychomotoric – manipulative or Physical skills
  • Affective – Attitudes and emotions
  • Cognitive – processing information

We are most used with the latter one which is subdivided in six different categories (knowledge, comprehension, application, analysis, synthesis and evaluation). For a more in-depth explanation you can click here. In this blogpost we want to show the revised taxonomy to account for the new behaviors emerging as technology advances and becomes more and more omnipresent. The introduction of new technologies in learning and training request a revision of the objectives.


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E-mail management

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After two short on-line surveys on communication for the upcoming Lifelong E-Learning course it seems that for the majority of people e-mail is still the most important communication tool. At the same time I hear a lot of colleagues complaining about e-mail overload. For that reason, the L&T blog has assembled this list of eight email management tips to help you reduce inbox congestion and frustration:

– spend less time and get more done; instead of visiting every message two or three times, turn off automatic mail checking and turn to email when it suits you best. Don’t answer your email at your most productive time of day.
– write short messages in the Subject Only
– learn really how to use your email program.
– keep your inbox manageable (delete)
– maximize the use of folders (archive) In order to keep things organized, it’s critical to set up folders to archive your messages. Choose the right variables that reflect the daily base on which you operate.
– respond immediately or generate an action from it
– keep e-mails short
– Set a Reminder/ Add to Calendar. If the email requires action at a later date, set a reminder – or if the action has to occur at a specific time of the day, add the event to your calendar

The critical point, as ever, is to focus on action and not on the administration and housekeeping.


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