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What Is Learning?
LearningLearning is a relatively permanent change in human capabilities that is not a result of growth processes.
These capabilities are related to specific learning outcomes.
Issues in Learning & Instruction
Issues ...
• Outcomes• Conditions• Motivation• Adult Learning Theory• Individual Differences• Learning Processes
Outcomes
What is to be Learned?• Gagne’s Instructional Theory of Learning
Outcomes– Intellectual skills• Procedural knowledge
– Verbal information• Declarative information
– Cognitive strategies• Knowing when & how to use 1 & 2 above
– Motor skills– Attitudes
Domains of Educational Activities• Bloom’s Taxonomy– Cognitive: mental skills (Knowledge)– Affective: growth in feelings or emotional areas
(Attitude)– Psychomotor: manual or physical skills (Skills)
Cognitive Domain
• Knowledge: • Comprehension: • Application: • Analysis:• Synthesis:• Evaluation:
Affective Domain
• Receiving Phenomena: • Responding to Phenomena:• Valuing:• Organization: • Internalizing values (characterization):
Psychomotor Domain
• Perception:• Set: • Guided Response: • Mechanism:• Complex Overt Response: • Adaptation: • Origination:
Conditions
Conditions for Learning
• Practice• Learning• Automaticity• Self-regulation• Mental models• Feedback• Meaningfulness• Modeling
Practice
• Active• Repeated • Spaced, distributed
Learning
• Whole• Part
Automaticity
• Performance that requires limited attention• --> parallel processing, quick, efficient
performance• Overlearning– extra learning opportunities even after mastery
demonstrated
Self-Regulation
• Checking one’s own performance
Mental Models
• Organizing material• Experts vs. novices• Mnemonics• Organizers– advanced– comparative
Feedback
• Knowledge of results• Related issues:– perception– source credibility– frequency– negative delayed– individual needs
Meaningfulness
• Linking training to employees’ job experiences and tasks
Modeling
• Learning by observing and interacting with others
• What learning condition do you think is most necessary for learning to occur?
• Which is least critical?• Why?
Conditions
• Practice• Learning• Automaticity• Self-regulation• Mental models• Feedback• Meaningfulness• Modeling
MotivatingLearners
Factors Determining Performance
Performance
P = M x KSA x E
What Does Motivation DO?
• Focuses behavior on goal directed activity.
• It determines:The strength of our response
How much effort we expend, and
How long we persist
Factors Influencing Motivation to Learn
• Self-efficacy• Benefits/Consequences• Needs & Goals
• Environment– situation constraints– social support
• Basic Skills– reading– writing– math– communication– computers
Useful Motivation Theories
• Goal Setting• Reinforcement• Need• Expectancy• Social (Cognitive) Learning– Information Processing– Self-efficacy
Resistance to Learning
• Environmental factors– Peer support– Supervisor support– Climate for learning – Transfer back to the job
• Individual factors– Cognitive ability
• Goal setting• KSA base
– Valences– Anxiety– Goal orientation
Adult Learning Theory
Adult Learning Theory
• Adult learning theory was developed out of a need for a specific theory of how adults learn.
• It is based on several assumptions:– Adults have the need to know why they are
learning something.– Adults have a need to be self-directed.
Adult Learning Theory - 2
• Assumptions continued:– Adults bring more work-related experiences into
the learning situation.– Adults enter into a learning experience with a
problem-centered approach to learning.– Adults are motivated to learn by both extrinsic
and intrinsic motivators.
Assumptions of Adult Learning Theory
– Adults have the need to know why they are learning something.• Immediate application of content
– Adults have a need to be self-directed.• Mutual planning and collaboration in instruction
– Adults bring more work-related experiences into the learning situation.• Use learner experience as basis for examples and applications
– Adults enter into a learning experience with a problem-centered approach to learning.• Instead of subject – centered
– Adults are motivated to learn by both extrinsic and intrinsic motivators.• Develop instruction based on learner’s interests and
competencies
Individual Differences
Learning Styles
Learning Styles
• Diverger– Concrete experience– Reflective observation
• Assimilator– Abstract
conceptualization– Reflective observation
• Converger– Abstract
conceptualization– Active experimentation
• Accommodator– Concrete experience– Active experimentation
Learning Styles
• Visual• Auditory• Kinesthetic/Tactile
Verbal -
the ability to
use words
Visual - the
ability to
see things
in your mind
Physical - the ability
to use your
body well
Musical - the ability
to understand and
use music
Mathematical &
logical - the ability
to apply logic to
systems and
numbers
Introspective -
the ability
to understand
thoughts and
feelings in
yourself
Interpersonal - the
ability to relate
well to others,
people smarts
From Howard Gardner’s
Frames of Mind
The Seven
Intelligences
The Learning Process
The Learning Process
This material asks three questions:1. What are the physical and mental
processes involved in learning?2. How does learning occur?3. Do trainees have different learning styles?
Mental and Physical Processes
LEARNING
ExpectancyPerception
Working Storage
Semantic Encoding
Long –Term Storage
Retrieval
Generalizing
Gratifying
Implications of the Learning Process for Instruction: (1 of 2)
• Employees need to know why they should learn
• Employees need meaningful training content• Employees need opportunities to practice• Employees need to commit training content
to memory• Employees need feedback
Implications of the Learning Process for Instruction: (2 of 2)
• Employees learn through:– Observation– Experience– Interacting with others
• Employees need the training program to be properly coordinated and arranged
3-50
Factors Affecting Motivation to Learn and Transfer of Training
Self-Efficacy
Valence of Outcomes
Anxiety
Climate forTransfer
TrainingTraining Reactions
TransferTo the Job
JobPerformance
Supervisor and PeerSupport
Post-TrainingSelf-Efficacy
CognitiveAbility
SkillAcquisition
KnowledgeAcquisition
Motivation toLearn