by Pedro L. Fernandes (pfern@igc.gulbenkian.pt) Instituto Gulbenkian de Ciência, Oeiras, Portugal
This content is aimed at newcomers to training course delivery.
Training course design is deliberately not explored here in any detail here.
Content for this session has been partially adapted from the Elixir Train the Trainer repositories and other training resources combined. This is ackowledged at the end of this document.
Transfer of knowledge and skills
Formal, Non-Formal and Informal Learning 283
Training is an istance of Non-Formal learning, shomehow in between:
- Formal: attend classes, perform in exams to obtain a degree
- Informal: learn how to make the perferct scrambled eggs
Watch together: Peer Instruction for Active Learning - Eric Mazur https://youtu.be/Z9orbxoRofI 14 minutes
Brief Discussion
because they are ONE WAY delivery, not really as effective as restful, isolated contact with well prepared content)
https://youtu.be/qdKzSq_t8k8 4 minutes
Adults are are naturally self-centereed in terms of their goals. They tend to work hardly in order to obtain personal enhancements and capabilities. In training, instructors should understand how to fully explore this, promoting their full engagement.
Training = delivery of skills + self confidence
The role of discussions and exercises
Feedback and assessment
Not a single learning theory can be universally accepted
Constructivism (Piaget)
Connectivism, not really a learning theory
Teaching and training adults
Use of collective intelligence techniques:
Starting a training course
Break the ice and establish a teamwork (group) attitude
Induce self-introspection as a formative assessment method
Induce the methods of instant feedback
Open display of results as a method of learning reinforcement
Engagement
The role of wrap-up sessions
...
by Yana Weinstein, Megan Smith & Oliver Caviglioli is licensed under a Create Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. It is based on work that can be found at
http://www.learningscientists.org
- Carefully read the strategies
- Pick one strategy you like
- Discuss how you would implement it as an instructorhe
- Discuss the costs and benefits
Learners' prior knowledge can help or hinder learning.
How learners organise knowledge influences how they learn and apply what they know.
Students motivation determines, directs and sustains what they do learn.
To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned.
Goal-directed practice coupled with targeted feedback enhances the quality of learning.
Students' current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning.
To become self-directed, they must learn to monitor and adjust their approaches to learning.
- Based on your experience, spot the differences between teaching and training?
- Identify some main differences
- Discuss them in the group
Bloom's taxonomy can be helpful in aligning the training with the learners' level of thinking (complexity, experience, etc).
In practice, Bloom's level of cognitive complexity can be used to:
- Write learning outcomes (LOs)
- Design instruction and learning experiences
- Assess learning
- LOs (more accurately “desired LOs”) are statements of what you might (in principle) assess.
- You may not end up assessing all of them, but they are statements of what a successful* learner will know or be able to AUTONOMOUSLY do at the end of instruction.
- By the end of the course (session/course/instruction) the successful learner will be able to AUTONOMOUSLY .......
- Think about what learners will be able to do by the end of instruction
- Use the sentence:
- By the end of the lesson (session/course/instruction) the successful learner will be able to.........
- Replace dots with a verb that you can assess (name, explain, solve, distinguish, etc.).
- Avoid verbs that are open to many interpretations: e.g., appreciate, have faith in, know, learn, understand, believe
- Think of a lesson/session you usually deliver
- Write one or more Learning Outcomes for the lesson/session
- Write the title of the lesson/session and the corresponding LO(s)
- Discuss in the group
- Chunking
- Increase background knowledge
- Avoid extraneous cognitive load
Principle P1: Learners' prior knowledge can help or hinder learning.
Mental model - A collection of concepts and facts, along with the relationships between those
concepts, that a person has about a topic or field.
- A novice, typically has not yet built a mental model of the field.
- A competent practitioner has a mental model that works for many purposes, but will not be very accurate.
- Experts’ mental models are much more densely connected. Therefore they can jump directly from a problem to its solution because there is a direct link between the two in their mind.
- It is not only a matter of knowledge
- Help novices build a mental model
- Help learners make connections
- Detect and remedy misconceptions
- Be aware of the limitations of expertise
- Expert blind spot
- Fluid representations
- Simple factual errors: These are the easiest to correct.
- Broken models: We can address these by having learners reason through examples to see contradictions.
- Fundamental beliefs: These beliefs are deeply connected to the learner’s social identity and are the hardest to change.
- Intrinsic cognitive load is the effort associated with a specific topic.
- Germane cognitive load it is the (desirable) mental effort required to create linkages between new information and old.
- Extraneous cognitive load is everything else that distracts or gets in the way. Extraneous cognitive load refers to the way information or tasks are presented to a learner.
- Things that create an emotional reaction will be better remembered, but emotion is not necessary for learning (and it is definitely not sufficient!).
- If you don't pay attention to something, you can't learn it.
- Repetition helps but repetition alone is not sufficient.
- Wanting to remember something has little or no effect.
- Thinking about meaning is good for memory.
- Practice makes learning long lasting.
- Spaced practice is of great benefit for memory.
ELIXIR TtT Salerno 2017 https://github.com/TrainTheTrainer/EXCELERATE-TtT/tree/master/courses/Salerno2017 initially developed by Allegra Via and Pedro Fernandes, then enriched by various people in ELIXIR
http://joitskehulsebosch.blogspot.com/2015/01/how-our-learning-theories-shape-how-we.html
http://tktmodule1-3.blogspot.com/2016/08/blooms-taxonomy-verbs.html
https://www.fosteropenscience.eu/content/open-science-training-handbook
In the folders the 2010 paper describing GTPB and the sample issue of The Calix with an attempt to systematise a training course desigh as a recipy.