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Learning Journey EPSE 301, Good Job Aids:, When to not use a job aid:,…
Learning Journey EPSE 301
Knowledge Gaps
Aim to facilitate
Memory
Information Processing Model
Sensory Memory
Working Memory
Encoding
Long-Term Memory
Retrieval
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Encoded memory should match how it will be retrieved
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Rehearsal
Dual Coding
Modality or Multimedia
Redundancy Principle
Split-Attention Principle
Cognitive Load Theory
7+/- 2
Workload should be monitored
Must be concise on choosing material
Distributed learning may be useful
Influenced by
Sleep
Stress
A little = Good
A lot = Bad
Metacognition
Metacognitive Knowledge
Declarative
know what to do
Procedural
knowing how to use strategies
Conditional
knowing the conditions when/why
Metacognitive Regulation
Planning
Monitoring
Evaluation
making judgements about outcomes
awareness of how I am doing
how to start - what resources to gather
what learners do about learning
Strategies
Have learners construct their own shelves
Create friction
Social Interaction
Show don't tell
Modelling advanced learners
the right amount of content
Constructivism
Learning is an
active
process of engaging with
environment and peers
Vygotsky
Social Constructivism
Based on
social interaction
with others
Co-construction of knowledge
There is a wealth of knowledge within the classroom that should be drawn upon
Strategies should be developed for students to exchange ideas and collaborate
Zone of Proximal Development
Piaget
Schemas
Assimilation
add to schema
Accomodation
new schema
Disequilibrium
disruption to schemas
Cognitive Constructivism
Discovery
based
The tinkering of Informal Learning is Discovery Based
Strategy to reduce the gap
Scaffolding
Strategies
Marking Critical Features
Direction Maintainence
Reduction in degrees of freedom
Recruitment
Frusteration Control
Management
Reduce
Behaviourism
Learning = a relatively permanent change in
behaviour
Classical Conditioning
Unconscious Association
Does not result in long term changes
Does not take into account the mind
Operant Conditioning
Responses that you can control are influenced by:
Reinforcements
Increase Behaviour
Punishments
Decrease Behaviour
Can create an Avoidance Motivation
Not Effective
Skills Gap
Practice
Neccesary for skill development
Implications for Learning Journey
Practice should be strucutred
Distributed
Feedback
Demonstrates to learner how they have done
Implications for Learning Journey
Good Feedback
Goal Referenced
Tangible and Transparent
Actionable
User Friendly
Timely
Ongoing
Consistent
Motivation Gap
Expectancy Value Theory
Motivation is built off of
Expectancy
and
Values
Expectancy
Outcome
desired outcomes
Efficacy
belief in self to perform
Expectancy can be heavily influenced by teacher
Values
Intrinsic
enjoyment
Instrumental
current/future goals
Attainment
importance of doing well
Cost
negative aspect
Need to understand learners and what they want to get out of this education
Following up is good as values and expectancies can change
Self-Determination Theory
Intrinsic Motivation
Increased when 3 psychological needs are met
Competance
self efficacy
Relatedness
part of something
Social interaction is important in motivation
Autonomy
control
Intrinsic motivation should be strived for by learner and facilitated by educator
Attention
Automated - Elephant
Attract the elephant
Rewards
Extrinsic
Desire from external
Strategies
Look for something they have interest in
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Spectrum
Stories
Social Persuasion
Create urgency
Shiny things
visuals
Emotional
Powerful
Pleasure driven
Elephant is driven by desires and passions
Far easier to get elephants intention when motivations are intrinsic
Conscious - Rider
In competition
Distributing learning can help the rider stay on task
Aim to enhance
Motivation
Intrinsic
Desire from within
Strategies
Let them teach what they know
Make sure they have ample material
Goals
Mastery Approach
Growth Mindset
Mastery Avoidance
Performance Approach
Performance Avoidance
Anxiety and Stress
Self-Fulfilling Prophecy
Learning Environment
Design Strategies
Knowledge into the Environment
Why?
Simpler for People
Do not have to remember everything
How?
Job Aids
Decision Tree
Reference Information
Supply Caching
Can help maintain
Prompts
Behaviours
Backward Design
Key ideas
Focus on teaching, assessing understanding and learning transfer
Designing a curriculum backward from those ends
Stages
1
Identify desired results (take away)
Transfer
Meaning
Aquisition
2
What is the acceptable evidence?
What will I accept as demonstrating adequate knowledge
3
Plan learning experiences and instruction
enable knowledge and skills
keeping this in mind
Distributed Learning
Types of Learning
10% of total learning
Formal Learning
Occurs face-to-face*
Delivered Systematically
Planned and guided
Good for: explicit tasks, lower complexity, lower changeability tasks
Learn high quality material and get feedback from a professional
How do we know if its working?
Standards to compare against
90% of total learning
Informal / Social Learning
Self-directed
Requires Learner Motivation
Unplanned
Happens Anywhere
No set goals
Good for: Tacit tasks of high complexity and changeability
Greater margin of error
How do we know its working?
Interest, progress & engagement of learner
Attention
Motivation
Lecturing and Facilitation
Lecture
Educator
One way knowledge
Student
Student
Students
Does not acknowledge the Students as active participants in education
Not student centered
Facilitation
Educator
student
Student
Student
Good Job Aids:
Concise
Clear
Readily Accessable
Provide actionable knowledge
Frequently Reevaluated
When to not use a job aid:
No time to look at one
decrease credibility
replace all training
thinking about thinking
Learning Theories
Reflection
Important for future performance
what learners know about learning
Motivation Theories
what we - want to do, choose to do, commit to do
Readily available tips, prompts or instructions
helpful info during job
Designing education with the end in mind
Interactive Flow of Knowledge
Social Interaction can decrease extraneous cognitive load
Help reduce how much information needs to go into memory