At the end of a great conference, it is worthwhile to reflect on how we teach and learn.

Session Goal: Key Takeaways

1 Harnessing the Power of New Learning

Environments

Session Overview Harnessing the Power of New Learning Environments 2

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Captain Amit

Singh

Lori J. Brown

A final game using free software (that you can use in your teaching) kahoot.it

Game

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Strategies for teaching and learning in a classroom

Dr. Suzanne

Kearns

Captain Ken

Shrum

Dr. Kenneth

Byrnes

Implementing Augmented Reality in Aviation Training

Using flight simulation in the classroom environment to train flight instructors.

Gamification and limitations of e-Learning and SME

Challenges for theory becoming reality

Competency-Based Training Myths and Solutions 3

Can You Use CBT-Strategies

in a Classroom?

Written statements describing knowledge, skill, and attitude are used as learning outcomes in training design (what learners ‘need to know’)

To avoid being told ‘forget what you learned in class’ the first day of the job – training should align with real-world performance needs

The content and difficulty-level of instruction within CBT should vary to meet learner’s needs. Advanced learners can expedite while weak learners get extra help

Competency

Statements

Real-World Oriented

Adaptive & Data-Driven

How Can We Implement CBT? Myths and Solutions 4

Instructor

Training

Manager

Industry

Student

How can I make a traditional

classroom adapt to learners?

Adaptive training can be expensive to

build. Is it justified? Do I need the latest

technology?

We need to retain trainees – how can I

ensure everyone who can become competent, does?

What if the instruction doesn’t match my learning

style?

Challeng

e

Challeng

e

Challeng

e

Challeng

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Challenge: We teach pilots weather, air law, navigation, and airmanship separately. Yet, in an aircraft, this knowledge is continually intermixed.

Distinctions between subject areas

are human-made

Begin instruction with an introduction, foundational concepts, then deliver whole-task experiences. Start artificially simplistic and slowly increase difficulty. Provide resources for learners to find their own answers. Examples: case studies, desktop simulators, apprenticeships, strategic games, and job observation & analysis

Whole Task Training

Situate instruction within real-world

challenges

Content Areas Should be

Taught Separately

Myth Solution

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Challenge: Advanced students may be bored while weak students may experience ‘cognitive overload’

Teach to the 50th percentile

(average learner) in the group

Novices need guidance while experts need the ability to independently problem-solve. Both benefit from group interaction. Solution: Social/group activities

Use learners as a

teaching resource

Design learner-to-learner interaction

Classroom teaching

works for all learners

and all subjects

Myth Solution

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Challenge: We use learning strategies we have been taught (passive listening, studying through rote-repetition, and long cram sessions before tests).

Learners choose study and

learning strategies that optimize

retention Learning is optimized through: • Deep, effortful processing • Elaborating on concepts and linking

to previous experiences • Lecturing is a poor method

compared to interactive activities

Teach your students how

to learn

Engage learners as active participants

rather than passive observers

People know how they

learn best

Myth Solution

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Teaching methods that require in active learning participation from learners result in higher retention rates.

RETENTION

RATES % of Content

Retained

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Gamificatio

n

Problem

Solve

Teaching Strategies Interaction 9

Elaborate or

Recall, Don’t

Memorize

Space-Out

Studying

Quizzing

Reading slides is not an effective classroom teaching approach. Instead have students read at home, and use classroom time for activities requiring students to deeply process and engage with the material they have read.

Teaching strategies that

can improve

effectiveness

Web-Based Tools Degrade Learning Technology in the Classroom 10

2/3 of class time spent off-task (browsing)

Typing is faster, but retention lower than hand-writing

Lower performance of users

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Distracting!

Lower performance of anyone in view of user 05

Laptops and mobile devices, although having amazing capacity to support learning, typically result in lower retention

Time to Rethink Teaching Conclusion 11

Stop and Think…

Opportunity to reflect and think about all of our teaching methods.

Continually collecting data will make effective practices visible. Just ensure you’re tracking retention – not just post-course memorization.

Our industry needs professionals! Let’s ensure our teaching methods support all types of learners.

Competency-Based Training

Data-Driven

Retention

Final Game

Kahoot.it

Using a computer or phone, go to kahoot.it (use web browser or download app)

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An easy way to add interactivity

to a classroom… for FREE!

Start of Game

When the game starts, enter the PIN on screen and your user name

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Play

Respond to each question. Points for fastest correct responses

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Win Fabulous Prizes…

Prizes will be given to top three scorers

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