Designing learning
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Designing learning

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Designing learning Designing learning Presentation Transcript

  • Interactive Safety Training Lessons Learned From a Designing Learning CourseShelly Bradley - HendrixCollege Spring 2012 ACS, San Diego 1
  • Overview• How people learn• Methods and media• Creating valid tests• ActivitiesShelly Bradley - HendrixCollege 2 Spring 2012 ACS, San Diego
  • Human Memory and Learning• Working memory – Conscious center; processes data – Limited capacity & duration – Separate visual and auditory• Long-term memory – Stored knowledge and experience – Can’t process data – Large capacity & durationShelly Bradley - HendrixCollege 3 Spring 2012 ACS, San Diego
  • Challenge• How to get information from the Working Memory into the Long- Term Memory – Psychological processes of learning – ROPES modelShelly Bradley - HendrixCollege 4 Spring 2012 ACS, San Diego
  • Psychological Processes of Learning Clear objectivesSupport attention Avoid distractionsActivate prior Introduction & reviewknowledge Analogies BTW old & new Segmented lessonsManage cognitive load Avoid extraneous material VisualsPromote rehearsal and Questionsencoding Practice exercises Workplace scenariosPractice RetrievalShelly Bradley - Hendrix Case studiesCollege 5 Spring 2012 ACS, San Diego
  • *Sequencing and structuring*• Task-centered• Topic-centered Food Beef Furniture• Problem-centered Orange Animals Cabbage Pea Grapefruit Lemon Apple Bed Fish Cow Chicken Apple Cookie Cat Chair LettuceDog Bean Pear Desk Elephant Sugar Sofa HorseShelly Bradley - HendrixCollege 6 Spring 2012 ACS, San Diego
  • ROPES Model of Design• Review – pre-quiz, participant’s experiences• Overview – goals, objectives, intro exercises• Presentation – segmented content, visuals, examples, assignments, guided discussion• Exercise – projects, case studies, games• Summary – lessons learned, apply knowledge to tasks, visual aids, tests & quizzesShelly Bradley - HendrixCollege 7 Spring 2012 ACS, San Diego
  • Bob Pike’s 90/20/8 Rule• Take a break every 90 minutes• Change pace every 20 minutes• Interact every 8 minutesShelly Bradley - HendrixCollege 8 Spring 2012 ACS, San Diego
  • Learning Methods and Media• Instructional methods vs instructional media• Matching learning methods to learning objectives• Matching learning methods to learnersShelly Bradley - HendrixCollege 9 Spring 2012 ACS, San Diego
  • Methods vs Media• Method – the manner in which material is presented – Lectures, discussions, activities, etc• Media – the platform used to present material – Computer, classrooms, workbooks, etcShelly Bradley - HendrixCollege 10 Spring 2012 ACS, San Diego
  • Learning Objectives• Three types of learning o Knowledge: ex. – hazards of sulfuric acid o Skill: ex. – safely handle sulfuric acid o Attitude: ex. – response to authorityShelly Bradley - HendrixCollege 11 Spring 2012 ACS, San Diego
  • *Matching Methods to Objectives*Lecture or Knowledgevideo_______________________________Independent Knowledgestudy_____________________________Group Knowledge, skill, attitudediscussion______________________________Case- Knowledge, skill, attitudestudy____________________________________Simulation________________________________ Skill, attitude____Shelly Bradley - HendrixCollege 12 Spring 2012 ACS, San Diego
  • Matching Methods to Learners• Group size – small group activities• Education level – case studies, discussions• Language – visual aids, simulations• Learning styles – handouts, visual aids, lectures• Disabilities – hands-on activities, visual aids, demonstration with practice Shelly Bradley - HendrixCollege 13 Spring 2012 ACS, San Diego
  • Practice exercises, tests, and measures• Practice exercises for knowledge or tasks/competencies – Jigsaw – Incident feedback (Hill, R., Finster, C. Laboratory Safety for Chemistry Students, 1st ed.; John Wiley & Sons: New Jersey, 2010.)Shelly Bradley - HendrixCollege 14 Spring 2012 ACS, San Diego
  • Practice exercises, tests, and measures• What is a valid test? – Matches objectives – Matches knowledge and skill requirements – Example: hazard, safe manner of use, and disposal• Test guidelines – Clear instructions – Brief questions with only essential information – Group questions by topic areasShelly Bradley - HendrixCollege 15 Spring 2012 ACS, San Diego
  • Implementation1. General Chemistry a. Brief intro; Spot the Hazard; develop safety rules; MSDS exercise #1; visual aid; safety quiz b. Brief intro; safety test; safety quiz2. Organic Chemistry a. Brief intro; Safety Jeopardy; MSDS exercise #2; safety quiz b. Brief intro; safety test; safety quizShelly Bradley - HendrixCollege 16 Spring 2012 ACS, San Diego
  • Implementation3. a. Biological Chemistry: Brief intro; MSDS exercise #3; visual aid b. Environmental Analysis: Brief intro; MSDS exercise #4; Risk assessmentShelly Bradley - HendrixCollege 17 Spring 2012 ACS, San Diego
  • Implementation4. Physical Chemistry/Advanced Inorganic/ Advanced Analytical a. Regulatory Background, MSDS exercise # 5 b. Brief intro, Risk Assessment Exercise, IRI complete hazard and disposal determinationShelly Bradley - HendrixCollege 18 Spring 2012 ACS, San Diego
  • Implementation• Bloodborne Pathogen Training – Brief intro – Jigsaw activity – Practice exercise – Group discussion – Job Aid • PANICShelly Bradley - HendrixCollege 19 Spring 2012 ACS, San Diego
  • Acknowledgements• American Society for Training and Development (ASTD)• Faculty, staff, and students at Hendrix CollegeShelly Bradley - HendrixCollege 20 Spring 2012 ACS, San Diego
  • Thank you for your time Questions?Shelly Bradley - HendrixCollege 21 Spring 2012 ACS, San Diego
  • Extra slidesShelly Bradley - HendrixCollege 22 Spring 2012 ACS, San Diego
  • Instructional Systems Development• Designing learning to achieve results• Trainer vs subject matter expertShelly Bradley - HendrixCollege 23 Spring 2012 ACS, San Diego
  • Designing Learning• Analysis – Needs assessment• Design – training strategy• Development – creating materials• Implementation – putting training into action• Evaluation – review and revisionShelly Bradley - HendrixCollege 24 Spring 2012 ACS, San Diego
  • Psychological ROPES Gagne’s Nine Events of Learning Phases of Learning Processes Instruction Gain attention ReviewSupport attention Inform learners of objectives Overview Activate prior Stimulate recall of prior knowledge learningManage cognitive Present content Presentati load Provide learning on Promote guidance Elicit performance rehearsal and (practice) Exercise encoding into Provide feedback LTM Assess performanceShelly Bradley - Hendrix Enhance retention &Practice retrievalCollege 25 Summary Spring 2012 ACS, San Diego transfer to job
  • Basic Lesson Ingredients• Lesson Elements – Visuals – Text – Audio• Lesson Components – Explanations – Examples – Practice exercises w/ feedback – Working aidsShelly Bradley - HendrixCollege 26 Spring 2012 ACS, San Diego