This site uses cookies to improve your experience. To help us insure we adhere to various privacy regulations, please select your country/region of residence. If you do not select a country, we will assume you are from the United States. Select your Cookie Settings or view our Privacy Policy and Terms of Use.
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Used for the proper function of the website
Used for monitoring website traffic and interactions
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Strictly Necessary: Used for the proper function of the website
Performance/Analytics: Used for monitoring website traffic and interactions
So, expect to see regular reflections on good instructional design and delivery for any topic, but especially digital technology and social media related. As someone who has been designing and delivering training for nonprofits over the past twenty years, the most exciting part is apply theory to your practice.
As a trainer and facilitator who works with nonprofit organizations and staffers, you have to be obsessed with learningtheory to design and deliver effective instruction, have productive meetings, or embark on your own self-directed learning path.
I’m co-facilitating a session on Nonprofit Training Design and Delivery with colleagues John Kenyon, Andrea Berry, and Cindy Leonard at the NTEN Nonprofit Technology Conference on Friday March 14th at 10:30 am! Evaluation is one of my favorite parts of the instructional design or training process. Use LearningTheory.
The evaluator takes on many roles: facilitator, technical expert, and sometimes a shoulder to cry. Drawing from adult learningtheories, ECB utilizes a variety of strategies such as: Vehicle of instruction: face-to-face meetings, teleconferences, classroom style learning, web-based mechanisms, manuals, etc.
But to do this effectively, businesses need to leverage the power of Learning Management Systems (LMS) that have the capacity to manage content and instructional design – and help in carving out personalized learning paths for the learners. It makes learning more open and encourages employees to overcome their hesitations.
But to do this effectively, businesses need to leverage the power of Learning Management Systems (LMS) that have the capacity to manage content and instructional design – and help in carving out personalized learning paths for the learners. It makes learning more open and encourages employees to overcome their hesitations.
But to do this effectively, businesses need to leverage the power of Learning Management Systems (LMS) that have the capacity to manage content and instructional design – and help in carving out personalized learning paths for the learners. It makes learning more open and encourages employees to overcome their hesitations.
Beth is an expert in facilitating online and offline peer learning, curriculum development based on traditional adult learningtheory and other instructional approaches. She has trained thousands of nonprofits around the world. Gen Z by the Numbers.
We organize all of the trending information in your field so you don't have to. Join 12,000+ users and stay up to date on the latest articles your peers are reading.
You know about us, now we want to get to know you!
Let's personalize your content
Let's get even more personalized
We recognize your account from another site in our network, please click 'Send Email' below to continue with verifying your account and setting a password.
Let's personalize your content