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Will Thalheimer, PhD
Moving Things OnlineResearch-Based Factors to Ensure Learning Succeeds!
Is eLearning Destined to be Ineffective?
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LOOKING TOSCIENCE FORTHE ANSWER
A. Provide your lawyers with a typical elearning program.
B. Provide your lawyers with typical classroom training.
C. Doesn’t matter. Both will produce similar learning results.
Because sports have been cancelled, ESPN is looking for other competitions they can show to their audience. They have formed the American Legal-Education Championships.
You’re the Chief Learning Officer for KnickerboxerLegal Education Foundation.
Your clients—lawyer learners—will be competing with other lawyers in the new American Legal-Ed Championships.
You must decide which methods to use to ensure that your lawyers learn best—so that they perform best.
What will you do?
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Comparing Identical Learning Methods
A. eLearning B. Classroom
Correct!
C. Both Equal
A. Provide your lawyers with a typical elearning program.
B. Provide your lawyers with typical classroom training.
C. Doesn’t matter. Both will produce similar learning results.
Because sports have been cancelled, ESPN is looking for other competitions they can show to their audience. They have formed the American Legal-Education Championships.
You’re the Chief Learning Officer for KnickerboxerLegal Education Foundation.
Your clients—lawyer learners—will be competing with other lawyers in the new American Legal-Ed Championships.
You must decide which methods to use to ensure that your lawyers learn best—so that they perform best.
What will you do?
Correct!
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Research Findings1. When learning methods held constant,
no difference between the two.
2. It is the learning methods that make the difference—not whether we use elearning or classroom instruction!
3. When methods not held constant, research found that elearning tends to outperform classroom learning.
Critical Implication:Both classroom instruction and elearning can be made more effective when better learning methods are used!
Available on PLI’s PD Center!!
So, if the difference between elearning and classroom learning isn’t the issue—if it’s about the methods utilized—
how should we be thinking about our learning designs?
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The Decisive Dozenfor Learning Design and Learning Measurement
http://is.gd/ddResearch
1. Content2. Exposure Baseline
3. Guiding Attention4. Creating Correct Conceptions5. Repetition6. Feedback7. Variation
Engagement & Understanding
8. Retrieval Practice9. Context Alignment10. Spacing
Remembering
11. Persuasion12. Perseverance
Application
Engage
Learn
Remember
Act
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LearnAct
EngageRemember
ELRA!
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After LearningDuring Learning
Learning and Forgetting Curves
© Copyright by Work-Learning Research, Inc. (www.worklearning.com)
Less Remembering
More Remembering
If our learners start here.
But end up here.
Have we maximized the
learning benefits?
Learners
Learners
Case Study
Situation
Gretchyn and her team have been working on a new legal-education training program.
The program will consist of 4 online sessions running about 2 hours each.
Gretchyn’s team compiles enough content to have 8 specific learning points.
As they are designing the learning intervention, they think about what to do with the last 30 minutes of each session.
Which of the following would create the best
long-term remembering?A. Use last 30 minutes to present a
REVIEW of the key content.
B. Use last 30 minutes to PROVIDE QUESTIONS on the key content areas, but don’t give learners feedback on their answers.
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Presenting vs. Presenting Plus Questioning
60 Minutes Classroom
Jones, H. E. (1923-1924). Experimental studies of college teaching: The effect of examination on permanence of learning. Archives of Psychology, 10, 1-70.
55 Minutes Classroom
-----5 MinutesAnswering Questions
Long-Term Memory
Working Memory
Learning Message
Presenting Content enables learners to ENCODE
Remembering Action
Retrieval Cue
RETRIEVAL from Long-Term Memory
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Presenting(Encoding)
Retrieval(Remembering)
Retrieval Practice
Learners Need
Practice in Retrieving
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The Power of Retrieval Practice
RetrievalPractice
---with
Feedback
Butler, A. C., & Roediger III, H. L. (2007). Testing improves long-term retention in a simulated classroom setting. European Journal of Cognitive Psychology, 19, 514-527.
RetrievalPractice
---NO
FeedbackExtra
Review
A
B
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• True-False questions• Multiple-choice questions• Matching questions• Recall questions• Essay questions
• Problems to solve• Reflection• Case studies• Simulations• Decision scenarios• Skill demonstrations• Hands-on practice• Discussions• Verbal responding• Action planning
Retrieval Practice – Examples
Their eyes are scanning…
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Eye-MovementData
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Two Issues Presenters Must Overcome
People Scan Distractions
All Objects/Words Grab Attention
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Maximize Slide
Geography Limit Objects
and Words
Maximize WhitespaceBalance for
Aesthetics/Credibility
Show Objects One at a
Time
The Presentation Science Solution
Learn more at PresentationScience.NET
Be Careful in Using Bullet Points
Use Fewer
Questions
You can Rotate
Questions
You can do A-B Testing
Give half new
questions, half old
Tailor Your Questions
Get Stakeholder
Feedback
Iterate!Get Expert Feedback
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“It has long been recognized that traditional, stand-up lectures are an inefficient and unengaging strategy for imparting new knowledge and skills.”
“Recent reports suggest that information and demonstrations (i.e., … lectures and videos) remain the strategies of choice in industry.
And this is a problem [because] we know from the body of research that learning occurs through the practice and feedback components.”
http://is.gd/TrainingResearch2012
Will Thalheimer, PhD
Moving Things OnlineResearch-Based Factors to Ensure Learning Succeeds!
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