Explaining Things: A Fun Video Example

Every so often, when we see some effective training material during our daily lives outside the office, or when we see something that explains things nicely, we like to share it here.

Some years ago, we found the video below from a story on the National Public Radio (NPR) website about an informational video that explained a physical process. The video was created by a college student named Dan Quinn. Mr. Quinn has a YouTube channel where he publishes videos he creates, and one is a really interesting piece on why wine “cries” in a glass.

Convergence Training is a training provider that creates off-the-shelf elearning courses, several learning management systems, and custom training solutions. Contact us to view full-length previews of the courses, to schedule an LMS demo, or just to ask a few questions.

While you’re here, why not download some of our free guides?


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Two New Courses Available: Chlorine Dioxide (ClO2) Awareness and Stress Management and Prevention

We’ve got two new courses available in our training libraries!

The first, Chlorine Dioxide (ClO2) Awareness, is part of our ever-growing safety training library.

And the second title, Stress Management and Prevention, is a new addition to our Human Resources training library.

Check the videos below to see a sample of each new course. If you want more information or want to request a demo of the full courses, here’s how you can contact us.

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Teaching “Knowledge”: The Cognitive Domain of Learning and Learning Objectives

[This is the the fifth in a series of posts about learning objectives. We’ve now compiled all the posts into a single downloadable guide to writing learning objectives if you want to check that out.]

As we mentioned in the last post, there are three different kinds of learning: learning about things you can “know,” learning about things you can “do,” and learning about things you “feel.” These are called the Cognitive domain, the Psychomotor domain, and the Affective domain. Because we try to avoid $25 words here at the Convergence Training blog, we will also refer to them as Knowledge, Skills, and Attitudes. But we didn’t make that up–it’s a somewhat common way to think of this, and trainers often call these “KSAs” for short.


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14 Workforce and Safety Training Courses for Common Thanksgiving Problems

happy-thanksgivingThanksgiving day! A time to reflect on all our good fortunes and be thankful. A cherished opportunity to enjoy the company of not only our immediate family but our extended family too. A time to eat a wonderful meal, all expertly cooked and artfully served, while enjoying the company of all.

Well, that’s how it works sometimes, for some people. More power to them, right?

Other times, though, Thanksgiving doesn’t go quite according to plan. To prepare for those instances, you may want to consider some of the following titles from our workforce and safety training libraries.

Read on for some tips and chuckles. And we truly DO wish you a great holiday.


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Emergency Safety Shower and Eye Wash Training

OSHA’s 1910.151(c) is the regulation requiring emergency safety showers and eye washes be placed in certain work areas. Specifically, it says:

Where the eyes or body of any person may be exposed to injurious corrosive materials, suitable facilities for quick drenching or flushing of the eyes and body shall be provided within the work area for immediate emergency use.

In addition to that brief passage, there are 11 standard interpretations for 1910.151(c). And, though it doesn’t have the power of law, ANSI Z358.1 is a good resource full of industry best practices and guidelines.

In addition to having emergency eyewash and safety showers on site when they are called for, it’s important to train your workers how to use them properly too. Our Safety Showers and Eyewashes training course, featuring 3-D animations, practice questions, and a scored test, is a valuable training tool to help you get your workers up to speed on safety showers and eyewashes. Check out a sample below, see all the titles in our safety training library here, and contact us if you have more questions.

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Benjamin Bloom’s Learning Objectives: Cognitive (Knowledge), Psychomotor (Skills), and Affective (Attitudes)

[This is the fifth in a series of posts about learning objectives. We’ve now compiled all the posts into a single downloadable guide to writing learning objectives if you want to check that out.]

If you search the Internet for “learning objectives,” you’ll run into the name Benjamin Bloom quickly enough.

That’s because he gave us a handy way to think of different kinds of learning and the learning objectives to write for each. It’s not the only way, and it’s been revised by his followers since he developed it originally, but it’s a help when you’re writing your objectives.

Before we begin explaining his theories to you (over the next four blog posts), take a moment and think of learning. Is all learning alike, or do we sometimes learn different “kinds” of things? For example, consider learning how materials flow through a machine, learning how to weld a metal seam, and learning why it’s important to follow safety rules. Are these the same kinds of learning, or are they different?

If you agree that we learn different types of things, you’re halfway to understanding Bloom’s three “domains” of learning and learning objectives.


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16 Chinese Language Workforce Training Videos Now Available

We’re excited to announce the release of sixteen new Chinese language safety and workforce training courses for our industrial and manufacturing customers as part of our multilanguage e-learning training library.

These courses are designed to be used within a learning management system (LMS), which lets you assign, deliver, track completion, and run reports. Click here for more information about our learning management systems, or click here to contact us.

Here’s a sample from our new Chinese language Crane and Hoist Rigging course. The full list of new Chinese language titles is below the video–be sure to check that out, too.

New Titles in Our Chinese Language Workforce Training Collection

Click the name of any course below to see a short sample video and get more details about the course (note that the sample will be in English but is also available in Chinese).

Confined Space Awareness
Crane and Hoist Rigging
Electrical Safety
Fall Prevention and Protection
Forklift Safety
Hand and Power Tools
Hazard Communication (1994)
Hot Work Safety
Hydraulic Fluid Safety
Ladder Safety
Lockout Tagout
Machine Guarding Safety
Overhead Industrial Crane Basics and Inspections
Overhead Industrial Crane Operational Safety
Pedestrian Safety
Personal Protective Equipment

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ABCD: The Four Parts of a Learning Objective

[This is the fourth in a series of posts about learning objectives. We’ve now compiled all the posts into a single downloadable guide to writing learning objectives if you want to check that out.]

A simple way to make sure you’re building a useful learning objective is to use the ABCD method. Each letter in ABCD stands for a different part of your learning objective. These different parts answer four questions about your objective: who, what, how, and how well.

We’ll spell it all out for you below. Then you can use this information to create better learning activities as part of your workforce training program (or similar learning program).


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How to Write SMART Learning Objectives

[This is the the third in a series of posts about learning objectives. We’ve now compiled all the posts into a single downloadable guide to writing learning objectives if you want to check that out.]

As a kid, I loved the campy TV detective show “Get Smart.”

Now that I’m an adult and work as an instructional designer, I still like to get smart. Except now I get SMART when creating learning objectives. In learning and development circles, SMART is an acronym (fancy word!) that represents 5 different criteria to determine if you’ve got a good learning objective. According to the SMART method, your learning objectives should be:


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Machine Guarding Training Materials (1910.212)


Each year OSHA publishes their list of the top 10 most cited workplace safety standard violations. While there are always some shifts in ranking, the standards on the list remain remarkably consistent, year after year.

To help trainers and safety representatives address these consistent problems, we’ve put together a list of resources to use while training your workers about each standard on OSHA’s Top 10 list. In this post, we focus on machine guarding.


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Why Create Learning Objectives?

We’re going to start this article assuming you know what a learning objective is. If you don’t, check this free downloadable guide to writing learning objectives first.

And now that we’ve got that covered, here are some reasons why you should use learning objectives when you create training materials.

Convergence Training is a training solutions provider. We make a series of learning management systems (LMSs), many libraries of e-learning courses, custom training solutions, mobile apps for m-learning and mobile performance support, and more. Contact us if you’d like to learn more or if you’d like to set up a demo.

Reasons to Use Learning Objectives When Creating Training Materials:

Keeps the learner’s learning and performance needs at the center of your efforts
If there’s a cardinal rule in developing training content, it’s to keep the learner’s needs front and center. Creating learning objectives, and using them throughout the training content development process, will help you do this. (more…)

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What Is a Learning Objective?

[This is the the first in a series of posts about learning objectives. We’ve now compiled all the posts into a single downloadable guide to writing learning objectives if you want to check that out.]

If you’re new to the learning and training worlds, you may not yet know what a learning objective is.

To put it simply, a learning objective describes what your learners should be able to do after they complete your training materials. In many cases, you’ll probably have a series of learning objectives instead of just one.

You should create your learning objectives before creating your training content. Use the information you gathered during the Training Needs Assessment and the Analysis (or first) phase of the ADDIE instructional design process to create your objectives.


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