Evidence based training, Ruth Clark’s DevLearn session

Evidence based training

Whatever tech we’re using, it all comes down to the brain; technology might produce more than what our brains can absorb
New book coming on scenario based elearning
Richard E. Mayer, UCSB on multimedia research
*Judicious* use of best evidence
You have to make the decisions to optimize organizational goals
All decisions can’t be made on evidence alone; in real world their are other considerations, research is one pillar (along with budget, tech, etc)
171 billion spent on corporate training; what return do we get on that? Probably don’t know, hard to quantify
Rooting in evidence increases liklihood that investment is going to pay off
Learning styles:
There is no correlation between what you think your learning style is and what it really is
There is no basis for learning styles in research; but this doesn’t mean we don’t have individual differences, though.
Don’t waste resources on learning styles
How people learn:
working & long term memory
Chess example: Experts have expectations of how pieces are placed
Working memories have limited capacity – 5 chunks, not 7 plus minus
Expert has larger chunks than a novice, and better capacity to manage that short term memory
John Sweller, University of New South Wales; cognitive load research
Intrinsic cognitive load, how many things have to be loaded in the brain in order to perform a task?
Extraneous (irrelevant) cog load, we’re imposing this based on our designs and layouts
Rule of contiguity – the text references images which are visible at the same time, to make meaning you show both at the same time
Germane cog load, we protect WM so users use it in the service of learning
Manage intrinsic load, lower extraneous and maximize germane
Statistical significance that degree of improvement for text + visuals instead of just text
Dual encoding visual + auditory information in WM
But with novices vs experts, adding visuals does not add anything for experts
Devote graphics for those unfamiliar with content
If you have a lot in your Long term memory you can better exploit what is in your WM
Coherence principle, plain lesson increases effect size; additional details provide distractions
The details and stories have to be related to your learning goal; don’t take them out completely, use them carefully
Very small relationship between liking and learning; can’t use it as a measure of learning effectiveness
Simple diagrams give the biggest improvement; provides less mental load
Use the complex diagrams where it makes sense, and is relevant
There’s no simple answer for graphics, social media, gamification – it depends. The main criteria depends on your learners – how much do they know?
We need a taxonomy for learning games, this will help us decide whether or not games are effective.


Posted on October 31, 2012, in Instructional Design, Life, Media and tagged , , , . Bookmark the permalink. 1 Comment.

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