Tag Archives: accelerated learning

Dale’s Cone of Learning figures debunked

By Paul | Published: March 3, 2010
Edgar Dale was a US educationist and professor of educations at Ohio State University. In 1946 he developed his most famous model, the cone of learning.Since then it has been quoted frequently, far and wide as the definitive evidence for how we retain information when delivered in various styles and mediums and has informed how to design training courses in specific ways. This is unfortunate, because the figures we associate with the model are meaningless. In this post, Paul explains why and encourages to be careful when sharing 'facts' with others.
Posted in Theory | Also tagged , , , , | 4 Comments

History of Accelerated Learning by RapidBI-Mgt

By Ally | Published: February 24, 2010
Mike Morrison over at RapidBi.com has written a great article on the history of Accelerated Learning (Brain Friendly Learning). He ends with this insightful conclusion: Anything that is good has to be handled with caution and the developments in Accelerated Learning are no exception. With the advent of the Internet, there has been a mushrooming of [...]
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Watching the Brain Learn

By Paul | Published: February 21, 2010
Following a link a few months ago I found this facinating article written by R.Douglas Fields on Scientific American website called "Watching the brain learn" It seems that only half of the brain is "grey matter" The rest is made up of  relatively un-researched white matter which, as this article says, appears to be extremely influential [...]
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There is no such thing as a difficult delegate

By Paul | Published: February 7, 2010
Last week, Paul was running a workshop with a new group with a new colleague who was familiar with the group. At the end of the session, the new colleague expressed surprise that a normally difficult learner seemed very happy and didn't disrupt the group. Paul reflects on this experience and pinpoints the reasons why he believes the normally difficult delegate responded well during the session.
Posted in Practice | Also tagged , , , , , | 9 Comments

A design for design Part 2

By Paul | Published: February 4, 2010
In the final instalment, Paul explains how the subject of the training is like The Olympic Games. This conclusion then influences the content sequencing and ensures that the learning is layered by starting with the common basics and layers complexity as new understanding is gained.
Posted in Practice | Also tagged , , | 1 Comment