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Telling Ain't Training, Chapter 11: Learning With Technology: Making…
Telling Ain't Training
Section 1: THE HUMAN LEARNER
Chapter 1: Learning is Not Easy
Chapter 2: An Intro to "Familiar Terms"
Chapetr 3: The Human Learner
SECTION 5: WRAPPING IT UP
Chapter 12: Hit or Myth: What’s the Truth?
Chapter 13: Concluding Reflections on Telling Ain’t Training
Section 2: WHAT YOU MUST KNOW TO BE A BETTER TRAINER
Chapter 4: Getting Learners to Learn
Chapter 5: Adult Learning Principles
Chapter 6: A Five-Step Model for Creating Terrific Training Sessions
Chapter 7: Getting Learners to Remember
SECTION 3: APPLYING WHAT YOU HAVE LEARNED—MAKING LEARNING RESEARCH WORK
Chapter 8: Training Approaches and a Cornucopia of Learning Activities
Chapter 9: Testing or Examining—What’s the Difference?
SECTION 4: TRAINING-LEARNING WITH TECHNOLOGY AND BEYOND
Chapter 10: Training and Technology
Chapter 11: Learning With Technology: Making It Work
Chapter 11: Learning With Technology: Making It Work
Hit or Myth?
What Makes for Quality Online Learning?
Online Learning Is Not the First Decision You Make
Blended Learning
How Would You Blend?
Beyond Traditional Blended Learning
New Informal Learning Approaches
The Rise of Web 2.0 Integrating Web 2.0 into Training
Resources and Examples: Ideas for Using New Media in Learning
The New Blended Learning and the Future of Training
Chapter 6: A Five-Step Model for Creating Terrific Training Sessions
Six Universal Principles from Research on Learning
Model for Structuring Any Learning Session
Training Session Planning Session
Training Session Scripting Sheet
Using the Five-Step Model to Retrofit Existing Training Sessions
Chapter 8: Training Approaches and a Cornucopia of Learning Activities
Four Major Types of Training
Pulling the Four Types of Training Together
25 Training Activities You Can Use
Summarizing the Activities
Closing the Door on This Active Chapter
Chapter 5: Adult Learning Principles
(Andralogy)
Key adult learning principles
Experience
Autonomy
Action
Readiness
Good classes & bad classes
Sample situation: Adult learning principles in action
The bottom line
Chapter 3: The Human Learner
Definition
Learning = change in mental (cognitive) structures, change in potential for new behaviors.
How we learn
Filter
Memory
Short-term
How short: 10-15 secs
How much: 5-9 items (chunks) Info overload mode -> A: Create meaningful chunks condensing several pieces of info into one -> Reduce ST load -> Facilitate perception, learning & retention
Long-term
Well-organized & stored info can be retrieved throughout whole lifetime
Senses
Sight
Hearing
Smell
Touch
Taste
Chapter 4: Getting Learners to Learn
Types of knowledge:
Declarative (name/explain/talk about)
Procedural (act & do things, perform tasks) -> Hands-on approach
Key ingredients for learning
Ability
Prior knowledge
Motivation
Value
Confidence
Mood
Chapter 9: Testing or Examining—What’s the Difference?
What Was That All About?
Testing Versus Exams
How Do I Go About Creating Tests?
Chapter 7: Getting Learners to Remember
Metacognition: The Executive Learning Controls
Cognitive Strategies: How to Build Learning Faster, Better, Cheaper
Chapter 10: Training & Technology
(selected)
Caveat Emptor (Let The Buyer Beware)
Promises, Promises, Promises
Chapter 12: Hit or Myth: What’s the Truth?
The Bottom Line on Learning
Hit or Myth—a Final Match-Up
Chapter 13: Concluding Reflections on Telling Ain’t Training
A Rapid Review of Telling Ain’t Training Something to Think about —Reflections from Carl Jung
Endnotes