#Information retention

[maxlearnmicrolearningplatform]

Enhancing Employee Performance with Microlearning: A Deep Dive into the 70:20:10 Model

In today's fast-paced work environment, traditional training methods often fall short in equipping employees with the necessary skills and knowledge to excel in their roles. Microlearning has emerged as an effective strategy to bridge this gap, offering on-the-job support and significantly enhancing employee performance. By delivering bite-sized, focused learning modules, microlearning aligns perfectly with the principles of the 70:20:10 model of learning and development. This model asserts that 70% of learning occurs through workplace experiences, 20% through social learning, and 10% via formal structured learning. Let’s explore how microlearning integrates with this model to optimize employee development.

The 70:20:10 Model: A Brief Overview

The 70:20:10 model, developed by Morgan McCall, Michael M. Lombardo, and Robert A. Eichinger at the Center for Creative Leadership, provides a robust framework for understanding how adults learn in professional settings. The model suggests that:

70% of learning comes from on-the-job experiences: This involves solving real-life problems, taking on challenging tasks, and gaining practical insights through daily activities.

20% of learning is derived from social interactions: This encompasses mentoring, coaching, collaboration, and learning through observation and feedback from peers and leaders.

10% of learning is from formal education: This includes structured courses, workshops, and training programs designed to impart specific knowledge and skills.

Microlearning and On-the-Job Experiences (70%)

Microlearning is inherently practical, making it an ideal tool for facilitating on-the-job learning. Here’s how it aligns with the 70% component of the model:

Immediate Application: Microlearning modules are typically concise and focused on specific skills or knowledge areas, allowing employees to quickly apply what they’ve learned to their work. This immediacy reinforces learning through real-world application, which is critical for retention and mastery.

Contextual Relevance: By delivering content that is directly relevant to an employee's daily tasks, microlearning ensures that the training is pertinent and immediately useful. For instance, a sales associate might receive a quick lesson on handling customer objections just before a client meeting.

Flexibility: Microlearning can be accessed anytime, anywhere, enabling employees to learn at the point of need. This flexibility ensures that learning doesn’t disrupt work but rather complements it, fitting seamlessly into the flow of the workday.

Microlearning and Social Learning (20%)

Microlearning also plays a significant role in facilitating social learning, the 20% aspect of the 70:20:10 model. Here’s how:

Collaborative Learning: Microlearning platforms often include features that encourage interaction, such as discussion forums, social media integration, and peer reviews. These features foster a collaborative learning environment where employees can share insights and best practices.

Mentorship and Coaching: Short, targeted learning modules can be used by mentors and coaches to support their guidance. For example, a mentor might assign a specific microlearning module to address a mentee’s area of improvement and then discuss the content in a follow-up session.

Feedback Mechanisms: Microlearning tools often incorporate feedback systems where learners can receive immediate input on their performance. This continuous feedback loop helps learners refine their skills and knowledge through social interaction.

Microlearning and Formal Education (10%)

While microlearning shines in practical and social contexts, it also complements formal structured learning, the 10% of the 70:20:10 model:

Reinforcement of Formal Training: Microlearning can be used to reinforce and supplement formal training sessions. After attending a workshop or a course, employees can engage with microlearning modules that reinforce key concepts and provide additional practice opportunities.

Pre-Training Preparation: Short modules can be used to prepare employees for formal training sessions, ensuring they have the foundational knowledge needed to maximize the benefits of the course.

Post-Training Follow-Up: Following formal training, microlearning can offer follow-up modules that help solidify the learning, address any lingering questions, and provide ongoing support.

Benefits of Microlearning in the 70:20:10 Framework

Increased Engagement: Microlearning’s bite-sized format is more engaging than traditional lengthy courses. Employees are more likely to complete and retain the information presented in short, focused bursts.

Higher Retention Rates: Research shows that spaced repetition and short learning sessions significantly improve information retention. Microlearning leverages these principles, helping employees remember and apply what they’ve learned.

Personalized Learning Paths: Microlearning allows for the creation of personalized learning experiences. Employees can choose modules that address their specific needs and learning preferences, fostering a more tailored and effective learning experience.

Cost-Effective: Microlearning is typically more cost-effective than traditional training programs. It requires fewer resources to develop and deliver and can be scaled easily across the organization.

Implementing Microlearning: Best Practices

To maximize the benefits of microlearning within the 70:20:10 framework, organizations should consider the following best practices:

Identify Key Learning Objectives: Start by identifying the specific skills and knowledge areas that need to be addressed. This ensures that each microlearning module is purposeful and aligned with organizational goals.

Leverage Technology: Utilize modern learning management systems (LMS) and mobile learning platforms to deliver microlearning content. These tools provide easy access, track progress, and offer analytics to measure effectiveness.

Integrate with Workflows: Ensure that microlearning is seamlessly integrated into the daily workflows of employees. This can be achieved by making content accessible through mobile devices, enabling learning at the point of need.

Encourage Social Learning: Foster a culture of collaboration and knowledge sharing. Encourage employees to discuss and share microlearning content, participate in forums, and provide peer feedback.

Continuous Improvement: Regularly review and update microlearning content to ensure it remains relevant and effective. Gather feedback from employees to identify areas for improvement and to keep the learning experience fresh and engaging.

Conclusion

Microlearning, with its focus on delivering concise and relevant content, fits seamlessly within the 70:20:10 learning and development model. By supporting on-the-job learning, facilitating social interactions, and complementing formal education, microlearning not only enhances employee performance but also fosters a culture of continuous improvement. As organizations continue to navigate the complexities of the modern workplace, microlearning offers a dynamic and effective solution to meet their evolving learning needs.

[serpentface]

may i have the 10 wholly unasked for paragraphs of semen retention belief lore please 🙏

Ok

MEDICAL MODEL:

The philosophical core of Wardi medical model revolves around the universe’s primal dualism- it exists in between the extremes of Sea (cold wet dark female) and Sky (hot dry bright male). These forces are sterile and stagnant when separate, God emerged at their interacting boundaries as their synthesis, capable of creation. Life itself required God’s sacrifice of Its living spirit and the shedding of Its blood, which rendered sterile earth fertile and inhabitable and kicked of the perpetual death-rebirth flow of living spirit that maintains all life. The body is a reflection of this primordial state- it is maintained by the flow of living spirit (contained in the blood), and its core matter is an interactive mixture of primordial Hot Sky and Cold Sea, Warm in balance, with male and female physically differentiated by the presence of primordial extremes- the male has Hot testes, the female has Cold womb, the interaction of these extremes allow for creation.

(I promise this will have to do with semen retention eventually.)

Blood is understood as carrying the body’s living spirit, the animating force whose proper flow maintains life and health by balancing the body’s primordial extremes. Semen is a type of blood, given Hot nature by its isolation in the testes, and also carries the living spirit. It functions as the active seed of the living spirit. It is the Hot element planted in the Cold of the womb, the mingling of these forces allow for creation, and insemination with living spirit creates a living body that can host an immortal soul. (Wardi belief describes two souls- a living spirit that animates and maintains the body and an immortal soul that houses the mind).

Male gender designation revolves almost entirely around the testes, the Hot extreme of the body where semen is (assumed to be) produced and stored. In addition to its procreative functions, the testes are an organ whose function is to masculinize and strengthen the rest of the body. Each organ requires the proper flow of healthy blood/living spirit to function properly, and thus loss of this living spirit must be performed with great care- bloodletting in offering is highly controlled, bloodletting in medicine is carefully selected and done in accordance with balancing procedure. Since testes are regulated specifically by the living spirit in semen, semen should not be discharged with reckless abandon.

SOCIAL SEXUAL NORMS:

Cultural ideals for sexual behavior revolve around moderation and self-restraint. Sexuality itself is not demonized. There is nothing wrong with nonprocreative/nonmaritial sex in of itself (unless it is adultery on the part of a woman (male adultery is ostensibly bad too but is rarely treated as gravely), or a girl losing virginity prior to marriage, or it violates a litany of gender-sexual norms), but sexual RESTRAINT is an expectation.

Having an active but controlled libido is idealized, particularly in men. A man who is an absolute paragon of ideal masculinity has a libido, but is not ruled by it. He does not masturbate and rather seeks a partner for sexual release. He usually has a wife for this, and otherwise is capable of the patience and restraint to attain a quality sexual partner rather than finding the easiest release out of desperation. His partners are suitable to proper male interest, being good looking women or pretty beardless youths (going for 'unseemly' women or older, masculine men (so long as one performs the penetrative role) is not wholly unacceptable but suggests desperation and a weak control of libido).

This is an IDEAL and not strictly enforced- very few people will think you’re a weak failure of a man for jerking off sometimes or bragging about fucking some random tail, and hiring sex workers is entirely normalized (and will only be condemned if deemed notably ‘excessive’ and disruptive to a normal patriarchal role, or truly symptomatic of being unable to get laid without paying for it). Rather, if someone is already identified as a weak or effeminate man, ‘excessive libido’ may be cited as a cause or symptom, or rhetoric to criticize them.

THE SEMEN RETENTION:

Encouragement of semen retention/regulation stems out of both of these forces. Proper masculine social/sexual behavior encourages a limitation to discharge of semen, and medical thought deems it necessary for physical masculinization. A man who does not 'excessively' lose semen via an uncontrolled libido is thought to be physically more masculine- it is assumed to directly make the testes larger since they are Storing More Cum, but also to deepen the voice, assist in the growth and maintenance of the beard, and generally enhance strength, mental acuity, and vitality. Men are regarded as innately physically and mentally stronger than women, with the medical model slapped on as one of the means of explaining patriarchal norms (in addition to spiritual concerns of pollution and metaphysical vulnerability). Regulating semen is one of many behaviors that allows a man to stay this way.

This is also an element in why 'effeminacy' in men is linked to hypersexualization- there is an assumption that men who are physically or behaviorally non-masculine have exaggerated, uncontrolled libidos. Effeminancy or ‘softness’ in men is a failure to perform a wide set of behaviors and not strictly an accusation of receiving penetrative sex, but this is often an element- a man who receives is presumed so desperate and out of control of his libido that he will submit to debasement and shame for fulfillment (an un-masculine man who cannot be a penetrative partner could at least retain his dignity by having enough self-control to abstain entirely).

Some scholars, high ranking warriors, and politicians will (at least claim to) be functionally celibate and refrain from all discharge of semen in order to function at peak performance. This total abstinence is rare and NOT culturally mandated, and is often looked on with a little snide derision as a tryhard performance. More commonly, men will attempt to live a life with a controlled libido, and may temporarily abstain from sexual activity leading up to situations that require physical and mental acuity (combat, debate, sport, etc).

Of most concern to the average day to day person is accidental loss through nocturnal emission. While this is harmless every once in a while, it is cause for concern if it occurs frequently- your body is discharging part of its living spirit completely outside of your control, you are directly weakened by this and you don’t want this happening on a regular basis. Recurrent, frequent episodes may indicate polluted blood, or outright inhabitation by evil spirits.

The only level on which semen retention tends to be actively, directly enforced is with children. Teenage boys are typically discouraged from masturbating (especially during the early stages of puberty)- retention of semen masculinizes the body, therefore will contribute to a healthy and normative puberty and should be preserved at this vulnerable time. It is considered normal to chastise and punish a pubescent boy for masturbation. This is seen as preventing him from harming his health, and to teach him to regulate desire and exercise self control, one of many facets of shaping a boy into a proper man during this critical time. This norm does not contribute to children developing lingering psychological issues AT ALL.

Wardi traditional medicine is a holistic methodology of spiritual/physical treatment, using a base system of items (foods, animal parts, herbs, metals, stones) with Hot or Cold properties and individual Essences to manage imbalances in the body and it's blood/spirit flow and dispel evil spirits. This medical system (and related subdivisions of folk medicine) is commonly used to treat nocturnal emissions, and may also be used to lower libido and/or discourage teenage masturbation. These are largely medicines with Cold properties and noted anaphrodisiac Essence. Eels are a big one- given that eels, obviously, are sexless and emerge from river mud, their bodies are anaphrodisiacs and consumption of eel meat/eel based tinctures can lower libido (this should be done with caution, as it also lowers fertility in humans and animals). Medicines may be directly applied to the penis, this does not interfere with the intended function of the testes but subdues excess lust. Phallic amulets are worn regardless of gender and have holistic nonsexual protective properties, but may also help defend against nocturnal emission. Other medicines are worn in sachets that are tied around the hips during sleep, often weighted with lead. In very severe cases (mostly associated with other dysfunction), the penis or testes may be infected with polluted blood and should be bled.

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Tangent: If the Wardi community had reddit you would occasionally see threads like "DAE eat their semen after masturbating so you don't actually lose any?" and most responses would be "no wtf" but there would be a decent number of people going "omg yes I thought I was the only one" "I mean that's kind of weird but I guess it makes sense if you really think about it" and then one very angry commenter ranting about how, No, eating your semen DOES NOT suffice as mitigation of the loss, this is why so many boys are SOFT AND EFFEMINATE these days, the men of old NEVER jacked off and NEVER ate their own cum and had MUCH FULLER BEARDS AND LARGER TESTICLES.

[sydmarch]

more people need to be willing to admit that their "we never learned this in school" is just "I didn't retain this information from school"

[aggressiveguitarnoises]

why am i so interested in south american cultures and history. and why do i keep stopping myself from learning about them

[effemimaniac]

goig through a jimmy neutron brain blast style thinking trying to remember how to make scrambled eggs

[sauntering-down]

some days i'm bored shitless by everything and other days i'm reading five different things at once

[badninken]

Did you expected the revelation of Raizou being safe???

No. I was not paying attention. I was working on a drawing and let the story move on without me. I only looked up because I started hearing familiar ninja words, then there was a funny ninja scene and after that I stopped paying attention again.

sumimasen

[rackartyg]

given that that orlesian scholar's linguistics is correct, fen'harel shifted from a god of rebellion to a god of treachery after the fall of the dales and i desperately need to know why.

[polyphonetic]

Trigger Warning {1}{W}{U}

Enchantment ▅

When Trigger Warning resolves, it enters the command zone as an emblem instead of the battlefield as an enchantment.

Search target player's library for a nonland card. Abilities cannot be triggered by objects with its name, and objects with its name cannot have abilities. That player shuffles their library.

"You can use spoiler tags ||like this||" ~ Azorius Discord Mod

[gravehags]

randomly thought about the time i pretty much saved my friend’s life in middle school after she told me she picked oleander leaves to make into a tea and i was literally like you dumb bitch that’s poisonous throw that shit out right now…you’re welcome caitlin lmao

[bykalopsia]

i just did like ten backflips ISHIRO FOCUS NEXT EPISODEEEEEE

also taiya is going through it (genba gone, fake mad rex, ishiro working with the ISA guy, ough)

also #genbamiratheworld. they are so important to me uwehhhhhh.....

i had a whole paragraph written out about fake madrex but who cares. WHAT IS GOING ON HERE. AHHHHHHHHHHH guys sorry post over i have to leave. my brain can't do any of this rn

[maxlearnmicrolearningplatform]

Navigating the Challenges of Curriculum Management with Microlearning

One of the toughest challenges learning professionals face is knowing how to manage their entire curriculum using the right tools. Things get even more confusing when you have to decipher how much of the total curriculum should ride on microlearning initiatives.

Microlearning has emerged as a powerful tool in modern education and corporate training, offering a way to deliver concise, targeted learning experiences that can be consumed quickly and effectively. However, integrating microlearning into a broader curriculum is not without its complexities. This integration requires careful planning, strategic thinking, and the right tools to ensure that microlearning is not just an add-on but a core component of the overall learning strategy.

The Need for a Microlearning Strategy

To do this, what you need is a microlearning strategy that conveniently translates into a practical microlearning map for each microlearning lesson. A well-thought-out microlearning strategy ensures that each microlearning module aligns with the overarching goals of the curriculum. It provides a roadmap for content creation, delivery, and assessment, ensuring that every microlearning unit serves a clear purpose and contributes to the learner's overall development.

Defining Microlearning within the Curriculum

Microlearning is more than just breaking down content into smaller pieces. It’s about creating engaging, focused, and interactive learning experiences that cater to the needs of today’s learners. When defining the role of microlearning in your curriculum, consider the following:

Learning Objectives: Identify the specific skills or knowledge areas that each microlearning module will address. This ensures that every microlearning piece has a clear and measurable outcome.

Content Relevance: Ensure that the microlearning content is directly relevant to the learners' needs and can be immediately applied in their work or daily activities. This relevance enhances engagement and retention.

Delivery Methods: Choose the most effective delivery methods for your microlearning content, such as videos, infographics, interactive quizzes, or simulations. The chosen method should align with the content’s objectives and the learners' preferences.

Assessment and Feedback: Incorporate assessments to measure the effectiveness of each microlearning module. Provide feedback to learners to help them understand their progress and areas for improvement.

Crafting a Microlearning Map

A microlearning map is a visual representation of how each microlearning module fits into the overall curriculum. This map helps ensure that the microlearning strategy is coherent and aligned with the broader learning objectives. To create an effective microlearning map, follow these steps:

Identify Core Topics: Break down the curriculum into core topics and subtopics. Determine which areas are best suited for microlearning and which require more comprehensive coverage.

Sequence Learning Modules: Organize the microlearning modules in a logical sequence that builds upon previous knowledge and skills. This sequencing helps learners progress smoothly from one module to the next.

Integrate with Traditional Learning: Combine microlearning with traditional learning methods to create a blended learning experience. For example, use microlearning modules to reinforce key concepts introduced in longer training sessions.

Map to Competencies: Align each microlearning module with specific competencies or performance outcomes. This alignment ensures that the microlearning content directly contributes to the learners' ability to perform their roles effectively.

Making Microlearning a Core Component

After all, microlearning cannot just be an afterthought. It’s got to be part of your overall training plan. Integrating microlearning into the curriculum requires a shift in how learning professionals approach content development and delivery. Here are some strategies to make microlearning a core component of your training plan:

Embed Microlearning in Learning Paths: Design learning paths that include both traditional training sessions and microlearning modules. This blended approach allows learners to access quick, just-in-time learning resources while also engaging in more in-depth training.

Leverage Technology: Use learning management systems (LMS) and other digital tools to deliver and track microlearning modules. These tools can help you monitor learner progress, provide personalized recommendations, and gather data on the effectiveness of each module.

Promote Continuous Learning: Encourage a culture of continuous learning by regularly updating and adding new microlearning modules. This approach keeps the content fresh and relevant, helping learners stay engaged and motivated.

Measure and Adjust: Continuously measure the impact of microlearning on learner performance and engagement. Use this data to refine your microlearning strategy, making adjustments as needed to ensure maximum effectiveness.

The Benefits of Microlearning

When integrated effectively into the curriculum, microlearning offers several benefits:

Increased Engagement: Microlearning’s bite-sized format makes it easier for learners to stay engaged and focused. The variety of formats—videos, quizzes, simulations—caters to different learning styles, keeping the content interesting and dynamic.

Flexibility and Convenience: Learners can access microlearning modules anytime, anywhere, making it convenient for them to fit learning into their busy schedules. This flexibility is particularly valuable for remote or mobile workers.

Better Retention: Microlearning’s focus on specific, actionable topics helps learners retain information better. By revisiting key concepts through short, spaced-out sessions, learners can reinforce their understanding and memory.

Cost-Effective: Developing microlearning modules can be more cost-effective than creating lengthy training programs. The shorter development cycle and ability to quickly update content make microlearning an efficient training solution.

Scalability: Microlearning modules can be easily scaled to reach a large audience. Once created, these modules can be distributed across the organization with minimal additional cost or effort.

Conclusion

The integration of microlearning into the curriculum is not without its challenges, but with a strategic approach, it can become a powerful tool for enhancing learning outcomes. By developing a clear microlearning strategy, creating a practical microlearning map, and embedding microlearning into the overall training plan, learning professionals can manage their curriculum more effectively. The benefits of microlearning—increased engagement, flexibility, better retention, cost-effectiveness, and scalability—make it a valuable addition to any learning and development strategy.

In today’s fast-paced world, where attention spans are short and information overload is common, microlearning provides a way to deliver impactful learning experiences that resonate with learners. By making microlearning a core component of your curriculum, you can ensure that your training programs are not only effective but also engaging and relevant for your learners.

[yusuke-of-valla]

Not me asking my brother what he remembers from watching TMNT and him being like "cowboy and bebop"

[bisexualseraphim]

Susie Green of mermaids literally said that she went to thailand to get her son a sex change operation because he was too feminine for his homophobic dad.

She went to Thailand to help her DAUGHTER get sex reassignment surgery because her DAUGHTER was suicidal due to gender dysphoria and constant bullying and abuse both at school and on the streets (and yes, even by her own father), and due to NHS waiting times she would have been in her mid twenties by the time she would be able to have the surgery, by which time she may already have been dead by suicide from the crippling depression caused by dysphoria.

Jackie is now 29, very vocally supportive of her mum and her charity, and living an extremely happy, full life as a woman. She very likely would not be here if her mother hadn’t given her the support she needed.

The way you people spread extremely easily debunkable blatant misinformation slandering others is somehow both amusing and extremely disgusting. I find it rather telling that you seem to assume everyone else is on the same level of intelligence as you (ie: if I tapped you gently on the forehead I’d hear a distinct echo). I bet you’re the type of person who sees a meme on Facebook of Albert Einstein next to a completely made up quote and posts it without doing even a 2 second Google search before taking it as gospel. Cunt for brains.

[spitblaze]

Is the 'letters floating around on the page' thing an actual symptom of dyslexia or just a bad visual representation bc I'm starting to wonder if I'm straight up dyslexic