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Learning

Learning

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The Learning Environment
Content
• Learning
• Learning outcomes
• Stages of learning
• Gagne’s, blooms taxonomy
• Learning styles
• Learning principles
• Challenges to become learning organization
Learning
• Learning is the
process of acquiring
new, or modifying
existing, knowledge,
behaviors, skills,
values, or preferences.
facts, making sense of
something, adding to prior
knowledge, making connections
Finding out how to do
something, communication,
specialist, physical, academic,
new skills, development or
enhancement of existing skills
Actions of people (past, present
and future intentions), changes
in thoughts
Enjoyment, surprise, fun,
creativity, exploratory
behaviour, experimentation
Feelings, changes in attitude
and perception, empathy,
increased motivation to do
something or try something
new, pride
Learning Outcome
• Learning outcomes are statements
that describe significant and
essential learning that learners
have achieved, and can reliably
demonstrate at the end of
acourse or program
learning styles

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Learning

  • 2. Content • Learning • Learning outcomes • Stages of learning • Gagne’s, blooms taxonomy • Learning styles • Learning principles • Challenges to become learning organization
  • 3. Learning • Learning is the process of acquiring new, or modifying existing, knowledge, behaviors, skills, values, or preferences.
  • 4. facts, making sense of something, adding to prior knowledge, making connections Finding out how to do something, communication, specialist, physical, academic, new skills, development or enhancement of existing skills Actions of people (past, present and future intentions), changes in thoughts Enjoyment, surprise, fun, creativity, exploratory behaviour, experimentation Feelings, changes in attitude and perception, empathy, increased motivation to do something or try something new, pride
  • 5. Learning Outcome • Learning outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of acourse or program
  • 7. https://www.youtube.com/watch?v=UhN2JUMWG6s “Four Stages of learning any new skill” Noel Burch in the 1970s
  • 8. Unconscious incompetence This stage you don’t know how to do something and are normally unaware that that you don’t know. You have never tried to do it. If you have never flown an airplane before then you have no idea of how to fly one now. It is important at this stage for you to acknowledge your incompetence and the value of the new skill before moving on to the next stage. Conscious incompetence As you learn to read the instruments and how to handle the controls of the airplane, you become aware of your inability to fly. You struggle to maintain level flight and to bank the aircraft under the instructions of your trainer. At this stage you enter into conscious incompetence, this is where you realize you are not yet competent. It is here that you learn all that you didn’t know and begin to acquire the skill of flying.
  • 9. Conscious competence You have now acquired some competence and knowledge of flying. Here you move into the conscious competence stage. This is where you can fly, but only by consciously remembering and focusing on what you have seen and learned. You have not reached the stage of being a good pilot. You new skills still require you to constantly pay attention through intense concentration. Improvement at this stage is slow as you continually add to your skill through constant effort to improve. Unconscious competence When you have attained this level of competence through learning, you know you can do it without consciously thinking about it. It no longer requires all your concentration and conscious effort. Actions have become habitual and automatic leaving your conscious mind free.
  • 11. The ADDIE Model • ADDIE stands for Analyze, Design, Develop, Implement, and Evaluate. These equate to a 5-phase process for developing instructional materials. • Analyze: The instructional designer clarifies the problem to be addressed with an instructional intervention, defines the training need and conducts an extensive audience analysis to determine the instructional environment, pre-existing knowledge, skills and abilities, opportunities and constraints. • Design: The instructional designer writes learning objectives and determines the instructional strategies that will be utilized to achieve those objectives. Decisions are made about how the instructional materials will look, feel, operate, and be delivered to the learner. Storyboards and elearning prototypes are created. • Develop: Content is assembled and incorporated into the design to produce the instructional or performance support materials. Deliverable is reviewed for quality and revised. • Implement: The finished course or performance support tool is rolled out to the intended audience and its impact is monitored. • Evaluate: The instructional designer uses various methods to determine whether the course or performance support tool is delivering the expected results.
  • 13. Bloom’s Taxonomy • Bloom’s Taxonomy, revised in 2001 by Anderson and Krathwohl, defines the six levels of cognitive learning starting with the simplest at the bottom and moving up through the levels to the most complex, or deepest learning. As an instructional design framework, Bloom’s Taxonomy ensures that learners push through the lower levels of remembering and understanding new information, to being able to apply it, analyze it, evaluate its impact, and ultimately to solve unique problems by creating solutions that would not have been possible without the new knowledge.
  • 14. Gagne’s Nine Events of Instruction
  • 15. Gagne’s Nine Events of Instruction • Robert Gagne’s Nine Events of Instruction is based on the behaviorist approach to learning. Gagne identified the mental conditions needed for learning in adults. He then created his Nine Events of Instruction to address the conditions of learning. The Nine Events of Instruction are: • Gain the student’s attention. Emotional buy-in is the first step in laying the foundation for learning retention. This can be done by telling a story or asking a thought-provoking question. • Inform students of the objectives. Establishes expectations for the course and criteria for measuring success or failure. • Stimulate recall of prior learning. Leverages existing knowledge as a scaffold to incorporate new knowledge. • Present the content. Use chunking for easy consumption of the content. • Provide learner guidance. Supplement the content with case studies, activities, discussion questions and other instructional support materials. • Elicit performance. Challenge learner’s activities that recall, utilize, and evaluate knowledge. • Provide feedback. Use immediate feedback to reinforce knowledge • Assess performance. Test learner knowledge against established criteria • Enhance retention and transfer to job. Use content retention strategies to appropriate job aids to retain new knowledge.
  • 16. Learning Organizations • learning organization is a company that facilitates the learning of its members and continuously transforms itself. • Learning organizations develop as a result of the pressures facing modern organizations and enables them to remain competitive in the business environment. http://www.yourarticlelibrary.com/organization/learning-organizations-introduction- definitions-concepts-and-characteristics/45125
  • 18. Challenges Of Organizational Learning Challenges with Goals Employee Resistance to Change Lack of Leadership Training Ignoring the Elephant in the Room Disregard of Team Success No Motivation for Growth Short-Term Focus Challenges and Complexity with the Process Challenges with Turnover https://tweakyourbiz.com/management/top-5-challenges-organizational-learning https://blog.walkme.com/7-barriers-to-organizational-learning/