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Training Adults

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Training Adults Training Adults Presentation Transcript

  • Training Adults Effectively Brett Dillon RESNET Conference 2010
  • Vocational Instruction Working Memory Management Graphics
  • PsychologicalProcesses of Learning
  • The Learning Cycle Knowledge Evaluate ComprehensionSynthesize Apply Analyze
  • Three Views of Learning
  • Absorption
  • Behavioral
  • Constructive
  • Integrated Training n tio Meaning g ra Context e Chronologically Int More Abstract Less Abstract
  • Picking the Training Force • Trade experience • Maturity • Capability
  • The Instructor
  • The Instructor
  • Difficulties withUntrained Instructors
  • Classification Trade Analysis Must Know Must Do
  • Classification Job Production Technical Service
  • Classification $ to Do Inspections Testing Software Analysis
  • Classification Needs to Know Building Science Construction Equipment
  • Four Stages of Instruction • Preparation • Presentation • Application • Testing
  • Presentation • Demonstration • Illustration • Lecture • Experimental
  • Demonstration
  • Illustration
  • Illustration
  • Illustration
  • Lecture
  • Experimental
  • Application Direct Application
  • Application Recitation
  • Application Discussion
  • Application Quiz
  • Testing
  • Failure• Poor learner• Poor trainer• Poor teaching conditions• Poorly conducted lesson
  • FailureWhen the instructor has failed toteach the lesson, they must findout why they failed and then re-plan the lesson and teach it sothey won’t fail the second time. “Experience lets you realizewhen you’ve made the mistake again.”
  • Working Memory • Ability to remember information for limited period of time • visual • verbal • coordinating center
  • Working Memory • Controls attention • Remembers instructions • Things to do plans • Solve complex problems
  • Support
  • Working Memory Capacity• High capacity, less distracted• Low capacity, easily distracted
  • Working Memory Capacity 7 chunks + 2
  • Working Memory Load Management Modality principle Working Memory Storage Complex Graphic Visual Aural
  • Working Memory Load Management Redundancy principle Working Memory Storage Complex Graphic Visual Aural
  • Rehearsal to Encode New Info + WM = LTM (Learning) Shallow Processing ≠ Learning
  • Graphics• Relevance• Clear• Self-explanatory
  • Diagrams1. Use diagrams to optimize performance on tasks requiring spatial manipulations 2. Use diagrams to promote learning of rules involving spatial relationships
  • Diagrams3. Use diagrams to help learners build deeper understanding4. Explain diagrams with words presented by audio narration 89%
  • 5. Use cues & signals to focus attention toimportant visual & textual content
  • 6. Integrate explanatorytext close to related visuals This NOT Gas water heaters have integral flue pipes with Light shelves can two chambers also be used as an overhang
  • How Learning Happens Text alone Text with graphic 100 90 89% increase 80 70 60 50 40 30 20 10 in learning 0 Percent Correct
  • Contact Brett Dillon bdillon@ibsadvisorsllc.com www.ibsadvisorsllc.comDesign support by Backyard Studios www.backyardstudios.net