Clark Quinn, executive director, Quinnovation | @Quinnovator
A few weeks ago, my colleagues (Michael Allen, Julie Dirksen, and Will Thalheimer) and I launched the Serious eLearning Manifesto. Our goal, fostered by a growing dissatisfaction with the lack of progress in quality coming out of much of learning technology, was to put some rigor into what makes good elearning. So we established eight core values, with 22 principles that define good elearning―when to use it, how to use it, and how to evaluate it.
Working diligently, a band of well-known learning industry authors have said “enough is enough” with the state of today's elearning. While there are a few shining examples of instructional design, a large percentage of elearning created today is woefully inadequate. Instead of deep and meaningful learning, most elearning encourages learners to stay away in droves, unless of course the training is mandatory. Many elearning developers and designers say they want to do better, but struggle to put that desire into practice. It doesn’t have to be this way.
Michael Allen, along with learning experts Julie Dirksen, Clark Quinn, and Will Thalheimer, has decided it’s time to be disruptive! “For many years, the four of us have been deeply concerned about the state of elearning,” states Will Thalheimer. “We’ve talked about it, lamented it, grumbled to each other, and wondered how things might change. Finally, we have decided to do something about it. The Serious eLearning Manifesto is the result.”
If, like me, you’ve been in this instructional design world for some time now, you may find yourself a bit hesitant to jump on the latest bandwagon in learning. After all, if you asked me in 2004 what training would look like in 2014, I would’ve likely said, “virtual reality, instructor-led courses taught on training islands in SecondLife, and perfectly meta-tagged learning objects that align to competencies available in the corporate university.”Read More
Avoiding the "rapid" and easy to create what's truly needed: meaningful, memorable, and motivational learning experiences. It seems like the field has been plagued by attempts to avoid the hard work of good instructional design in favor of whatever is easiest. But as professionals, we need to own up to the responsibilities of producing high-value learning experiences.