This hour glass is an estimation of time, not exact. In learning, it is best to develop skills of estimation, exactness follows. Ray Jimenez, PhD Vignettes Learning Learn more about story and experience-based eLearning

https://youtu.be/7QAMrzqeDGM This reminded me of what Jane Bozarth showed us with the ukelele. Ray Jimenez, PhD Vignettes Learning Learn more about story and experience-based eLearning

I saw this chart in Kyoto Station and reminded me of core structure of a lesson. "Eat" is a factual content, while "paradise" is an emotional content. Both are needed for learners to understand content. Ray Jimenez, PhD Vignettes Learning Learn more about story and experience-based eLearning

Hi All, In Annenberg watching launch of SpaceX Falcon 9 with Jason 3 load. Yey! http://www.spacex.com/webcast/ Ray Ray Jimenez, PhD Vignettes Learning Learn more about story and experience-based eLearning

Have you ever experienced having mastered a web-based learning tool and then be informed that the tool was discontinued? Ning.com was new years back. Then Twitter.com and Prezi came. Then Pinterest.com followed. Now,  there is Snapchat.com. Soon more will come - and this is just a sampling from a very, very long list. I follow Jane Hart's Top 100 Tools website which is a good reference.  When I saw the image and article from Style Motivation.com "When Old Becomes New", it reminded me of learning architecture. Oftentimes, the rapid and constant change and the abundance of options including the introduction of new software, which is usually free, cause learning professionals to be cautious or inhibit from testing and adopting the tools.Might it be that we focus on the newness of the tools and forget that learning goes deeper than just the tools? We  hear testimonials from those who adapt very well and we wonder how they consciously stay on top of the changes. There must be a common thread that makes it all worthwhile for these learning specialists to persist in their adaption and be willing to pay the price with their efforts and hours of labor.Focus on impacts and not the toolsIt is easy to be distracted by too many shining objects, new bells and whistles that glitter and are dangled in front of us as learning alternatives. Yet, let us realize the value that goes beyond the tool. We are wowed by the impacts the tool may have on how learners learn. Or should I say how the new tools make more apparent the old ways we learn, but manifesting it differently? Preserving the old and adding the newRay Kurzweil, a pioneering thinker in accelerating learning suggests that technologies have far more contributions in how people learn and behave. At present, our behaviors are still driven by old DNA structures that are hard to change. However, with new discoveries in neurosciences and technologies, these behaviors could be magnified to help learners faster and better. I am inclined to believe that in many of our use of tools, we may have missed the chance to observe how these magnified behaviors benefit learners and speed up learning. Magnifying learners' behaviors to learn faster and betterIn my research and work with clients and in workshops, I observed four behaviors that are magnified when I use new forms of learning technologies. Others have observed the same: Clark Quinn, Jane Bozarth, and many others, so this is not totally new. However, I observed that the behaviors are not referred to using a common language and terminology in learning and training. The descriptors I use are merely my own way of making the ideas meaningful in my work.The SeekerI got this idea from a webinar participant. In order to learn faster, learners tend to be seekers of knowledge and information. They look for answers, solutions and connections that will work and solve problems. The emphasis is not about Google as a tool, but rather the attitude and skill to seek answers.Action item: In designing a program, encourage the "seeker" behavior by inserting a challenge or an opportunity for participants to seek answers. The obvious tools of course are Google and other search engines. The ArgumentatorThe behavior of questioning assumptions against realities is about having an argument in one's mind. It helps learners discover what ideas work and how their minds are  when finding answers. We can also call this the questioning mind.Action item: In designing a program, encourage the Argumentative Mind (Argumentator) by proposing a debate and asking learners to cite pros and cons and assumptions versus reality assumptions. You can use polling, survey and discussion tools.The Value MakerThe learners learn faster when they add value by contributing a point of view, a new source, or a research reference. They add value to the learning of others in this way.  Above all, the process enhances the value of their own thinking and learning.Action item: Ask learners to do a journal of their learning using a blog or discussion. In TrainingMagNetwork.com we use the Add Insight feature so Proberlearners can create micro-insights and micro-records as they learn.    The Fact Finder - ProberI attended an undergraduate class research presentation at Scripps College where Francesca , my daughter goes to school and one student reported how she used Amazon's Artificial Mechanical Turk market place. The student used Mturk to conduct her study by submitting a request in the community to do a specific activity (sometimes for free, at times for a fee) and allowed the student to collect data. The fact finder - Prober,  conducts systematic research and study to fully understand the data and learn from his/her research goals and findings.Action item: For the length of a course, add a research project to help learners discover the facts and learn from their findings.Context Maker - Evidence ThinkerThe context maker is a mapper or pattern maker. He/she helps the learning process through extraction and extrapolation and adding context to the learning. One tool I love to use in my workshops is the micro-goal setting tool. It allows the learners to put into action an idea or concept in an actual micro goal and plan of action. This allows learners to make the idea crystal clear and adds an emotional experience while doing the micro-goal and plan. One of the significant benefit is a self-proof or evidence that ideas are put into action.Action item: Ask learners to make a micro-goal and micro-plan of application. I emphasized micro since making the plans huge and extensive diminishes the chance of learners accomplishing the plans.  ConclusionI am fascinated with new tools. I wish and and am also confident that there are many more coming. Amidst the abundance of shiny new objects, there is a hidden, often easy to ignore set of learning behaviors that are magnified. It improves the returns on our investment of time, effort, and painful adaptions if we seek deeper beyond the tools and learn to magnify the behaviors.  ReferencesCentre for Learning & Performance TechnologiesWhen Old Becomes NewWolfram Alpha, Computational Knowledge EngineAmazon's Artificial Mechanical TurkTip #75: Insight Sharing - How They "Meet and MateRay Jimenez, PhDVignettes Learning"Helping Learners Learn Their Way"Ray Jimenez, PhD Vignettes Learning Learn more about story and experience-based eLearning

Do you like to ride a roller coaster or go skydiving?Have you tried scuba diving or deep cave hiking?For many of us, these might be extreme experiences. We could not even begin to fathom the feeling or the emotions evoked by such adventures.As trainers, designers and learning specialists - we are scientists. We should build our own small learning behavior laboratory. By introducing new experiences to our learners, we help them discover newer and better ways to learn.Have your tried Google Cardboard?  More on Google Cardboard   AmazonAs part of my workshop Story-Based Learning, I bring in four pieces of the Google Cardboard and ask participants to play around with it.These are some of the participants' comments:"I walked around Paris. And I was there.""It was fun. I had to bend my body and twist my waist to follow my surroundings. Strange feeling but very interesting.""Just using my smartphone and a Cardboard allowed me to skydive. It was real.""Wow, I actually drove a car!"Affordable VR Tools It was a fascinating experience. I, myself, have never before interacted with a form of media which allowed me into another world through virtual reality. I remembered what Jane McGonigal said in her book, Reality is Broken, 2011.  My firm has done quite a few projects with simulation and scenario projects for the U.S. Department of Defense, using virtual reality. The large and expensive solutions would not be viable for small and easier to implement VR projects. Today however, with the Oculus Rift type of products we begin to see real possibilities.We may be seeing a new wave of inexpensive VR tools that can help low-budget and easy-to-implement VR training courses. We now see this in health-care, high risk toxic wastes handling and other uses.Accelerate learning new behaviors When I see a new technology, because of my background in psychology, organizational development and software design and development, I often find it exciting to see the behaviors associated with the technology as well as how it is adapted. So every opportunity I have, I find ways to conduct small, crazy and fun experiments. I am probably one of those "wanna-be scientists."Let learners experience a behavior. Google Cardboard, as a model, allows us to introduce new experiences to the learner. It is harmless, low risk, and takes a few minutes to set up.The Cardboard also uses the smartphones, which is what most of us have and are familiar with how it works. The Apps are free and easy to download.Having a micro-experience with Cardboard allows learners the opportunities to explore more advanced tools. The experience also adds to their confidence level and lowers the "anxiety" over trying new things.Conduct your own learning behavior LABWhy set up and conduct your own learning behavior lab? And why be a scientist?I am probably over-simplifying the role of a scientist. Essentially, these experts conduct studies on empirical data and arrive at useful conclusions. Before the heavy-lifting science, data gathering, analysis and research publications, they are constantly "testing, observing, and running scenarios" in their minds. The analytical and curious mind is what drives the scientific endeavor.As trainers, designers, learning specialists and technologists, we have to take a scientist's outlook. We can conduct action-research type of studies: which means studying actual micro-experiments and reporting our findings. I emphasize micros since this is easiest and most convenient to do while we are doing our tasks.Ideas for micro-experiments and researchThese are some examples.1. Testing Drones Find an area that your company or leaders are curious about. I recall a project we worked on with the U.S. State Department. One of the trainers bought a small drone and attached a camera. He then captured a video on some angles of a building that was hard to explain to trainees in terms of spotting possible threats. His video made it possible for him and his trainees to visualize some difficult situations and improved the learning and reduced the costs since now they were to avoid having to visit varied types of buildings physically. With this small experiment, today, part of their procedure is to use several drones for their training design and development.Try a crazy idea: Bring a small and simple drone into your workshop or ask your learners to try and fly the drone then ask them this question: "What new experience did you go through? What might be practical applications of your experience in using the drone? Share your own micro-experiences and stories.2. 3-D PrintersYou can actually purchase a small 3-D printer from Staples or Best Buy or Amazon for $250.00. In my workshops, I manage to insert a small experiment (of course I have several hours of preparation), where teams are asked to design a very simple idea using the software and then produce the simple product with the 3-D Printers. My goal is not necessarily to make them masters of the technology, but to make them learn an important idea: "constant trial and error" which is a very effective learning process.I often use this exercise to let learners, who are trainers and designers, understand that "people don't learn by following perfect procedures, but by constant trial and error." This exercise introduces learners to practical behaviors which are often only in their minds.Try a crazy idea: Buy a small 3D-Printer and conduct an experiment in your classes. Make it voluntary. Some will do it. The key is to let them share their learning (this is where you act as a scientist.) Share your own micro-experiences and stories.3. Balancing NailsHave your tried the Balancing Nail Puzzle? This is a low-tech and easy-to-do experiment. I use this to show that scientific theories like gravity can be taught through very simple life experiences. In the Story-Based Design Workshop, I often get participants who say "that there are concepts where it's hard to find real-life examples." I disagree with this notion and to show them an example I ask them to go through the process.Through this experiment I help learners undergo a real experience with an otherwise abstract concept.Try this crazy idea: Don't wait for a workshop to try ideas. Set up a small room or a table near your training department and call it a learning behavior lab. Ask your peers to suggest ideas on what might be good experiments to conduct. This will be fun to do. Share your own micro-experiences and stories.ConclusionOne of my favorite trainer and scientist is Bill Nye, the TV personality, science guy.   Now you see where my fondness for bow ties come from? Bill Nye is practical, simple and a micro scientist. He makes learning new and simple by inviting others to test or experiment on an idea.I think as trainers, designers, developers, learning technologists and specialists, we ought to be running our own learning behavior labs.References Google CardboardAmazonJane McGonigal, Reality is Broken, 2011Oculus Rift type of productsBalancing Nail Puzzle?Bill Nye, the TV personality, science guyRay Jimenez, PhDVignettes Learning"Helping Learners Learn Their Way"Ray Jimenez, PhD Vignettes Learning Learn more about story and experience-based eLearning

I am proud to share that in a few weeks, Training Magazine Network will release a new first-of-its kind member service. Our research confirms this is brand-new. We call it Path to Expertise or Path2X.According to Judith A. Hale, Ph.D., CPT, ID (ILT, JA+): I am humbled by the experience and learning during the Path2X platform creation and making it available to our members. Thanks to everyone who has helped make this vision a reality.Please watch a brief video. Path2X has these key elements.1) Power of the Prompt QuestionsWith over 90,000 TMN members asking questions in their search activities, we curate and share these questions with the whole community. These prompt questions get crowd-sourced. We refer to them as, "exploratory thinking," "thinking aloud" or "intense curiosity." As the saying goes, "the solution is possible if we ask the right questions."It's challenging to formulate these questions and if we reuse and repurpose all of them including the search results, it would save time and add more context to the learning.2) Freedom to Learn One's Interest AreasWe allow members to follow their interests and passions openly through access to unbundled and unrestricted sources of content.Training magazine is a 40-year-old company. It has developed the best-of-breed resource materials in the world of training. Yet, the breadth and depth of knowledge required by learners surpass our present capabilities to provide this to our members. So, we unshackled our thinking,pushed beyond our current boundaries and uncovered a path for learners to have far-reaching access to varied learning.We published guest blogs - now 50,000 and growing each day. Our learners deserve to enjoy the abundance of open content from all other sources.3) Ripple Effects of InsightsEncourage real-time insights noting, sharing and tracking.Savor the moment. As members go through all types of content that they find interesting through the help of a powerful search engine, they are constantly encouraged to record their insights as it happens. The key idea is to allow them to document what they find interesting at the moment.Their learning preferences and interest areas are captured by the system. This provides them a unique perspective of their pursuit of expertise.In TMN, we capture the ripples of insights, those small and micro instances of learning - as they happen. While in webinars, reading white papers, watching videos, etc. members can quickly record the ripple of their insights. They also share and view other members' insights.4) Trending and Patterns of Insights are Predictors of Expertise AreasArticulate your expertise/digital tracker.I like the book Show Your Work by Jane Bozarth. It suggests a profound change of our outlook. When we share our work, we actually learn a lot better. I recall a story from a toxic waste company client about how they apply "Chalk Talk." After each training they ask participants to use chalk and blackboard (may be flipcharts, white boards and markers) to talk about what they have learned.This is a powerful self-learning process that enables the learners to articulate what they know and correct themselves along the way. Let's call this the digital tracker.At TMN, we allow members to capture trends and patterns. They discover, learn and track what they are good at and they show it off in the "Trending Report."5) Celebrate and Stand Out as Experts and SpecialistsFeedback to self, peers and significant leaders.Mobile apps and digital watches are so good at this. Their entry into the market is by providing people immediate/instant feedback - whether they are walking, running or consuming calories. The key is feedback for people to correct and achieve their goals. In the Path2X (Path to Expertise), our members achieve this through Path2X eShare.TMN members can share with friends, peers, leaders and if they wish, in the world of social media like Twitter, LinkedIn and Facebook. We encourage TMN members to announce and celebrate their accomplishments.What is the single most compelling Benefit to TMN Members?The new world of learning is open, limitless, abundant and exponential. It is our ardent hope that TMN members experience first-hand this new learning environment. As they discover possibilities, gain insights into their expertise and interest areas and showcase their achievements, we strongly sense that members will eagerly pass on this breakthrough in learning environments to their own learners - helping them to learn better and faster.Join The All-New TrainingMagNetwork.com. Preview the video again, click here.References Gerald O. Grow. Teaching Learners To Be Self-Directed. Florida A&M University, Tallahassee.http://aeq.sagepub.com/content/41/3/125.short   Jane Bozarth. Social Media for Trainers: Techniques for Enhancing and Extending Learning. John Wiley & Sons, 30 Jul 2010. https://books.google.com.ph/books?hl=en&lr=&id=xiWi4fuOOl0C&oi=fnd&pg=PR11&dq=Jane+Bozarth&ots=KLyp2Na35O&sig=KLyMa5H8ngmbLbwLxqhCZyFlHU&redir_esc=y#v=onepage&q=Jane%20Bozarth&f=false   Ray Jimenez, PhDVignettes Learning"Helping Learners Learn Their Way"Ray Jimenez, PhD Vignettes Learning Learn more about story and experience-based eLearning

Learning is a creative process. We start with a question, a challenge, a problem, an opportunity or possibly simple or complex tasks. Then we go back to asking more questions. Because of what we want to do, accomplish or learn, our minds go through discovery and creativity.Recursive learning and Creativity The focus of this tip is on Recursive Learning and Creativity. People learn recursively. We connect past experiences, with new experiences, and formulate new insights.  These then, become part of our new and improved expertise. Doing these repeatedly help us build skills, mastery and expertise.The compounding effect of incremental insights show us where our interest areas are,and where our vocation and our passion lie. People tend to do things that give them pleasure. What gives them pleasure allows them to pursue interests. Eventually and along the way, our expertise is rooted in our passions and vocations, whether we are consciouslyor just unknowingly pursuing them.Generating insights is normal and common. But deepening insights which is a creative process requires some level of intensity and penetration of desire. Is it difficult to attain? Not really.It is easily provided when it is incremental - thinking through your insights as it happensis where the epiphany is. It is like when you eat really great food at a 5-Star Michelin restaurant. It is at the moment when your taste buds savor the flavor - at that moment - where experience is highest. This is the moment of ecstatic insights, sometimes euphoria or the Aha!moment. This is similar to the feeling when one generates fresh ideas to change a product and improve services in order to achieve organizational goals. This is similar to the Aha! moment when one discovers the connection between two previously unrelated concepts.                                                                                                                According to David Jones, "Aha! moments may be sudden, but they probably depend on an unconscious mental process that has grown slowly." Jones argues further that we can't truly have new ideas, rather, we can connect existing facts or notions by observing others. The Social Component of CreativityCreativity does not occur in a vacuum. Experts agree that while creativity or insight is a personal experience, "creative thinking is not so much an individual trait but rather a social phenomenon involving interactions among people within their specific group or cultural settings."By curating and sharing back to the community "prompt questions," members find it easier or faster to direct their attention to answers and therefore facilitate discovery and insights.The most intriguing part about prompt questions is that it sends or kicks off learners into an automatic recursive learning process. When we ask questions, our minds go on autopilot to find what we already know, then search outside what else we can know. This allows us to reflect and gain insights -- this is recursive learning or creative musing in action. This happens in milliseconds. Although this is most often unconscious, it is most effective in learning and gaining insights.Two phases of creative musingWe introduced the process called "Path2X trending" which means that as you add and record insights, you are able to see your "crumbs" - where you have been and what you have been thinking aloud, and the interests you are pursuing and the knowledge and learning that you are accumulating. In essence you are building expertise, but instead of a whimsical and tentative way, we allow members to see the trends of their insights. Here are the two phases of creative musing: 1. Generative phase - During this phase, one tends to generate different solutions to a given problem. Also known as the divergent phase, the creative mind is in a brainstorming mode and tries to consider a variety of ways in which a problem can be approached and a solution can be had. This is what we commonly call "out of the box" thinking.2. Exploratory/Evaluative phase - Also known as the convergent phase, during this phase the creative mind tends to focus on the best solution to the problem. No longer is the mind brainstorming ideas, rather, with surgical precision, it decides on what to do and faces the problem head on. According to Robert L. DeHaan, "During the generative process, the creative mind pictures a set of novel mental models as potential solutions to a problem. In the exploratory phase, we evaluate the multiple options and select the best one."ConclusionCreativity is the result of incremental and recursive learning. While we tend to think of it as an innate talent, it cannot be separated from the social context. As a matter of fact, it is enhanced by social interaction as observed from the curated "prompt questions" by TMN members. With "Path2X trending," members can focus and see the trend of their creative musings.References Robert L. DeHaan. Teaching Creativity and Inventive Problem Solving in Science. Division of Educational Studies, Emory University, Atlanta, GA 30322.  http://www.lifescied.org/content/8/3/172.full    David Jones. The Aha! Moment: A Scientist Take on Creativity. The Johns Hopkins University Press, 2715 North Charles Street, Baltimore Maryland 21218-4363. https://books.google.com.ph/books?hl=en&lr=&id=pbZzl0V0s0YC&oi=fnd&pg=PP2& dq=aha+moment&ots=XmDDAuCR6d&sig=JE0yiMz6uOL3RyfQoR06MZljtQE&redir esc=y#v=onepage&q=aha%20moment&f=false     Ray Jimenez, PhDVignettes Learning"Helping Learners Learn Their Way"Ray Jimenez, PhD Vignettes Learning Learn more about story and experience-based eLearning

This is the second installment of of my five-part blog series on helping members of TrainingMagNetwork understand their expertise better.We believe in unshackling our thinking and providing learners as much access to content and this is what this post is about.Trainers and content developers can no longer hold back learners from using other sources of knowledge. There is a breaking away from control as these new discoveries continue to sprout like mushrooms. This allows them to accelerate learning. It is in this openness that we encourage the learners to explore, create and develop.The Proliferation of Open LearningWe have witnessed the dramatic increase in open learning. If you have been following the online trends, you will have noticed the popularity of sites like Coursera, edX and other spinoffs. The dramatic decrease in cost of producing learning materials contributes to the proliferation of open learning.According to Caswell, Henson, Jensen, and David Wiley, "This marked decrease in costs has significant implications and allows distance educators to play an important role in the fulfillment of the promise of the right to universal education. At relatively little additional cost, universities can make their content available to millions. This content has the potential to substantially improve the quality of life of learners around the world."But the cost is just one aspect. While technology made open learning easy, it is the current attitude requiring more flexibility and collaboration in learning that made this possible. Rigid and traditional approach to learning is a thing of the past.  According to Liyanagunawardena, Adams, and Williams, "Connectivity is usually provided through social networking, and a set of freely accessible online resources provides the content or the study material... For example, MOOC participants may create their own blog posts discussing aspects of the MOOC in different spaces and/or may use microblogs such as Twitter to express themselves."eLearning pioneers like Jay Cross are advocating informal learning wherein unofficial and impromptu encounters between learners and people in the know take place. Jay posts that "formal training and workshops account for only 5% to 20% of what people learn from experience and interactions."If you are a lifelong learner, you can find free and open courses at Harvard Open Learning. Are you looking for a new recipe to cook for lunch? You can just head to Youtube, watch a video and turn yourself into an instant chef.We haven't witnessed this level of openness before and this is just the tip of the iceberg. With technological development mostly done in the open, the high level of interactivity required to respond to modern challenges and the attitude of modern learners all converge to spice up Open Learning. The concept of Open learning is far more vast than what we have witnessed and I believe the best is yet to come.The Philosophy Behind TrainingMagNetwork's Open Learning Richard Baraniuk shares his vision of open learning which led to the creation of OpenStax, an open-source, online education system which allows teachers to share and modify course materials freely and globally.Different programs have varied degrees of openness and diverse implementations of the concept of Open Learning.At TrainingMagNetwork, we allow the members to search over 50,000 blogs and resources (growing each day). We believe we can only serve the learners by enabling them to access quickly, assist them to search with prompt questions and discover what they want in the abundance of content. They drive the learning, not us or the designers or any form of formal structure. In fact, we don't have a hierarchical learning design that is typical of other associations and learning providers. We want to free our learners to follow their own passion and help them track their own studies.References Tharindu Rekha Liyanagunawardena, Andrew Alexander Adams, and Shirley Ann  Williams. MOOCs: A Systematic Study of the Published Literature 2008-2012. July 2013. The International Review of Research in Open and Distributed Learning. http://www.irrodl.org/index.php/irrodl/article/view/1455/2531    Tom Caswell, Shelley Henson, Marion Jensen, and David Wiley. Open Educational  Resources: Enabling universal education.February 2008. The International Review of  Research in Open and Distributed Learning. http://www.irrodl.org/index.php/irrodl/  article/view/469/1001   Ray Jimenez, PhDVignettes Learning"Helping Learners Learn Their Way"Ray Jimenez, PhD Vignettes Learning Learn more about story and experience-based eLearning

This is the third installment of the five-part blog series about the The All-New TrainingMagNetwork.com Open Learning Environment.At Training Magazine Network, we capture the crumbs of insights as they happen. This level of self-awareness enables our members to keep track of their train of thought. While in webinars, reading white papers, watching videos, etc., members can quickly record the ripple of their insights. They also encourage real-time noting, sharing and tracking of other members' insights. Savor the moment. As members go through all types of content that they find interesting through the help of a powerful search engine, they are constantly encouraged to record their insights as it happens. The key idea is to allow them to document what piqued their interest at the moment. Their learning preferences and interest areas are captured by the system. This provides them a unique perspective of their pursuit of expertise.Why Evaluate Insight?The idea behind evaluating one's insight is established by a huge quantum of studies. Organizations discover that giving appropriate feedback enhances personnel's ability to grow. As a matter of fact, neglecting a good evaluation or feedback mechanism is a recipe for disaster. According to Jane Bozarth "We often treat evaluation as an afterthought, focus on measures that offer little real information, or, when the effort looks difficult, just don't do evaluation at all. In looking at evaluation strategies, choose those that will get you what you need. Are you trying to prove results, or drive improvement? And above all, remember: some evaluation is better than none."  A founder of Triad Consulting Group and a lecturer at Harvard Law School, Sheila Heen delivers a talk on the importance of feedback. Giving the right kind of feedback takes center stage in sharing and tracking of other people's insights.Technology-Enhanced Feedback MechanismThere are a lot of advantages in using technology as a feedback mechanism. First of all, the time and distance constraint is easily overcome. A good LMS (Learning Management System) can easily incorporate feedback mechanisms like forums where learners can discuss the ripples of insight.Through this mechanism, peer learners can easily assess and give feedback on each other's ideas. This can be personalized even in a large group. On top of that, real-time tracking of feedback is easy with fast data transfer.   The Training Magazine Network is soon to release the first-of-its kind member service we call Path to Expertise or Path2X. It incorporates a technology-enhanced feedback mechanism.  References Jane Bozarth. Nuts and Bolts: How to Evaluate e-Learning. OCTOBER 5, 2010  http://www.learningsolutionsmag.com/articles/530/nuts-and-bolts-how-to- evaluate-e-learning   Jane Bozarth. Nuts and Bolts: Useful Interactions and Meaningful Feedback. DECEMBER 7, 2010. http://www.learningsolutionsmag.com/articles/597/nuts-and- bolts-useful-interactions-and-meaningful-feedback    Sarah Davis. Effective Assessment in a Digital Age. Effective Assessment in a Digital Age. http://www.webarchive.org.uk/wayback/archive/20140613220103/http://www.jisc.ac.uk asd/media/documents/programmes/elearning/digiassass_eada.pdf    Effective assessment in a digital age. https://www.jisc.ac.uk/podcasts/podcastpress- release-effective-assessment-in-a-digital-age-06-sep-2010   Ray Jimenez, PhDVignettes Learning"Helping Learners Learn Their Way"Ray Jimenez, PhD Vignettes Learning Learn more about story and experience-based eLearning