E-learning

ChatGPT: What’s it doing for/to me?

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This post is brought to you by your genial novice blogger, Daniel Liestman, a graduate student in the University of St. Francis’ (Joliet, IL) MS in Training and Development program.

Last November, Open AI released an advanced chatbot like no other.  ChatGPT (generative pre-trained transformer) draws on Internet information.  It’s RLHF, or Reinforcement Learning from Human Feedback component, however, provides the human-like quality.  While ChatGPT may stir anxiety in some, it can be used as an effective learning tool.  For example, how might learners construct an AI generated argument and then analyze and critique it?  Further, how might learners hone their own questioning skills to spark discovery? Such AI can also foster individualized learning as well as doing administrative work for instructors while also doing instructional planning.

Stephens, an educational consultant with degrees from Harvard and Stanford, has no idea what ChatGPT bodes. But neither do we.  AI, for her, has a place in learning, but also in reducing instructors’ grunt work. I recall the story of a professor who audio taped a lecture for a day he was out.  While the reel-to-reel played atop the lectern, a cassette recorder on each student’s desk taped the lecture. While the technology has changed,  AI may well imitate this cautionary tale at the moment expense of learning.

Stephens, D. (2023, May 16). ChatGPT examples to use artificial intelligence in education. Nearpod Blog.  https://nearpod.com/blog/chatgpt-ai-artificial-intelligence/

Alphabet Soup in the Digital Age

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This post is provided by guest blogger, J. Mike Condreay, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

As a nuclear power professional, my training career has been rooted in two catchy anagrams:  SAT and ADDIE.  These two concepts are the root stock for the training soup that nuclear power plants serve our students.  As technology evolves and the digital Continue reading →

Hands On when you must be Hands Off

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This post is provided by guest blogger, J. Mike Condreay, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

The spread of COVID-19 has made hands on learning a ‘necessary evil’. The fear of the spread of the virus through contact has in many industries shuttered on the job learning. This issue is forcing training organizations to find remote methods to achieve activity touch time with enough fidelity and confidence that students and workers can perform key tasks safe and error free. Continue reading →

Technology + Culture Focus = Effective Workplace e-Learning

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This post is provided by guest blogger, Katie Sachs, graduate student at the University of St. Francis in Joliet, IL, MS in Training and Development program.

Advances in technology have helped cement e-learning’s place in corporate education. But how can learning leaders take steps to ensure that their digital learning initiatives are working and not becoming pointless activities? In a recent white paper, authors

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Do You Get “It”? E-Learning Assessments

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This post is provided by guest blogger, Kylie Mussay, graduate student at the University of St. Francis in Joliet, Illinois, MS in Training and Development.

Facilitation of assessments after an elearning course are vital in seeing if the learning outcomes for the course were achieved. Elearning Industry, an online resource for all things elearning, pinpoints their ideas of creating a successful elearning assessment in Continue reading →

Online Teaching Strategies – Best Practices

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This post is provided by guest blogger, Kylie Mussay, graduate student at the University of St. Francis in Joliet, Il., MS in Training and Development.

Best practices in online learning are key to setting clear guidance for online learners. Hanover Research Council wrote an article on their definition of best practices in online instructional design. The Hanover Research Council outlines Pelz’s (2004) report that

indicates three main goals in online instructional design: Continue reading →

Learner-centric instructional design with Design Thinking

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This post is provided by guest blogger, Katie Sachs, graduate student at the University of St. Francis in Joliet, IL, MS in Training and Development program.

Design Thinking is a creative method for problem-solving and creating solutions with empathy. This method is attributed to Stanford University’s d. School, and includes five looping or iterating stages: Empathize, Define, Ideate, Prototype, and Test. In a recent

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