Experiential learning in 3D worlds is an exciting, highly effective way for learners to practice skills through virtual experience. These technologies are not one-size-fits-all, and it’s not always clear what is practical and effective for specific learning goals.
We’re going to dive in and take an unvarnished view of these technology to help you make an investment decision your learners will love. Then, we’ll wrap up with a fun exercise to illustrate the differences.
If you’re like many leaders we talk to, videos are not delivering the results you want. Why? Because certain types of training require more hands-on experience to make them stick – like leadership development, sales, coaching, and other areas where decision-making is important.
What’s the solution? For these situations, you can move training resources to virtual technologies that provide hands-on practice and coaching feedback, while still preserving cost-effective mobile delivery.
Let’s dive into the five reasons to ditch videos for virtual, hands-on learning and training….
With so much information available online, B2B buyers are much further along in their buying journey before making contact with a salesperson.
By Ed
The Virtual Coach
We all love to tell people what to do. Though in coaching, this is not such a good thing.
What’s the difference between tactical and strategic sales performance initiatives?
Tactical initiatives typically solve pressing needs, such industry updates, breaking news on the competition, or the latest product information.
Strategic initiatives maximize the significant investments made by an organization in training, sales processes, and coaching. Strategic needs lurk below the radar and often go unnoticed, yet when strategic needs are addressed, they can create significant performance gains for the company.
Here we will explore three strategic needs to improve sales performance. They are hard to solve, and I will describe how new technology offers a promising solution to all three.
Dr. Britt Andreatta, a learning and leadership development expert and author of The Neuroscience of Learning, emphasizes that professional learning can be broken down into three phases: Learn, Remember, and Do. She also asserts that learning programs should focus more on the “Do” phase since that is what makes the learning stick – where competence and behavior change occurs.
This message resonates in continuing medical education (CME), where the goal is to effectively change the competency and behavior of physicians based on new medical evidence. In CME, the “Do” phase means delivering educational opportunities for physicians to personally practice applying the “Learned” information in realistic situations, so that they’ll “Remember” it.
By Ed
The Virtual Coach
Every trainer out there – including me! – is trying to battle the forgetting curve. We spend hours and hours training new hires – only to have them forget everything we’ve taught them.
Yeah, frustrating, I know.
Because few employees are able to transfer this new learning to their jobs, there’s no behavior change. And behavior change is what we are trying to achieve.
What separates top performers from average performers? Top performers apply knowledge optimally in diverse situations AND they have developed a very important skill: Situational Decision Making.
The future of learning technology is already here. It’s virtual and immersive. It embraces Learn-by-Doing methodologies, and leverages advanced technology within a scalable Platform. Its power comes from the synergistic and catalytic effect of having all five parts working together. Lets take a look at how each of these five parts contribute to an effective virtual learning environment for training.
This article was published in e-Learning Industry on January 11, 2018 (link here)
Learn how to use virtual game technology to enable your learners to practice in realistic situations and more rapidly learn optimal decision making. A 4-step process is described to create an effective, scalable, digital learning solution to improve performance using 3D game technology.
How do we know what we know? It’s because we construct mental models that interrelate information in a sensible way, that we can test and refine with our experience. Learning requires that we assemble a new mental model, or integrate it into one we already have. These models can be completely wrong, flawed, suboptimal; or emulate the mental models of experts. Yikes! It seems we should care about mental models!
The mental models a learner constructs can directly impact the rate at which they achieve optimal performance, if at all. Let’s dive in...