In this session, you’ll learn about some of the latest emerging neuroscience and behavioral science about how humans really learn. What the empirical data tells us is there are amazing connections between the reality of learning and video, especially micro-video. Some of what we think we know about human learning is simply mistaken. We’ll go over actual case studies and the findings proving how results change when learning practices are tied to the realities of human learning. In this session, we will go through some best practices tips and suggestions showing how you can leverage these amazing data-driven findings to improve the rates of employee learning in your organization, and by extension, drive ever higher levels of performance and business results. www.bizlibrary.com

2. Jessica Petry
Sr. Marketing Specialist
jpetry@bizlibrary.com
@JessLPetry
@BizLibrary
Chris Osborn
Vice President of Marketing
cosborn@bizlibrary.com
@chrisosbornstl
#BIZWEBINAR

3. Improve employee performance with the largest and
fastest-growing library of training videos.

4. What you should take-away:
Neuroscience and behavioral science about how humans really learn.
The connections between learning and video, especially micro-video.
Best practices tips and suggestions showing how you can leverage the data-driven
findings to improve the rates of employee learning in your organization, and by
extension, drive ever higher levels of performance and business results.

5. We need a learning revolution: in the
schools, at home, and in the workplace.
Although the science of learning has
made enormous advances over the past
decade, its discoveries have remained
restricted to academic journals and
conferences. It’s time to liberate this
knowledge for the good of learners
everywhere.”
SOURCE: Annie Murphy Paul,
The Science of How We Learn,
Time Magazine (online)

6. Debunking Myths About Learning
1. Learning Styles | no scientific evidence to
support this notion
2. Right Brain / Left Brain | ditto
3. Classroom, instructor-led training is effective
| none here either
4. Dales Cone of Learning… | nope
5. We only learn by doing | key is ONLY – not
true

7. Dale’s Cone
Audio-Visual Methods in
Teaching, 1969

8. Reading
Hearing
words
Seeing
• Watching a movie
• Looking at an exhibit
• Watching a demonstration
• Seeing it done on location
Visual and Auditory
• Participating in a Discussion
• Giving a talk
Verbal
• Doing a dramatic presentation
• Simulating the real experience
• Doing the real thing
Doing

9. If only it were true . . . .10% of what we read
20% of what we hear
30% of what we see
50% of what we see
and hear
70% of what we say
90% of what we say
and do
After 2 weeks, we tend to remember…

10. In today’s Information Age it is immensely difficult, if not practically
impossible, to contain the spread of bad ideas within cyberspace. As we
speak, the corrupted cone and its attendant “data” are akin to a living
organism—a virtual 21st century plague—that continues to spread and
mutate all over the World Wide Web, most recently to China. It therefore
seems logical—and responsible—on our part that we would ourselves
endeavor to continue our efforts to combat this vexing misinformation on
the Web as well.”
SOURCE: Deepak Subramony and Michael Molenda,
Educational Technology

11. We only learn by doing.
Observation accelerates the learning process because
our brains are able to map others’ actions onto our
own mental representations, making them more
detailed and more accurate.
SOURCE: Scott Grafton, University of California Santa Barbara, cited in Couch Potatoes,
Rejoice! Learning Can Be Passive, by Annie Murphy Paul,

12. Things that actually help
people learn…
Reduced cognitive load – single topic in 5-7
minute doses
Allowing mistakes
Spaced intervals between content delivery
The importance of content to the learner
Interleaving
Visual stimulation - video

13. “Human motor skills can be acquired by
observation without the benefit of immediate
physical practice.”
SOURCE: Sensitivity of the Action Observation Network to Physical
and Observational Learning, Emily Cross, Cerebral Cortex Journal

14. “We derive the most benefit from observation
when have in mind the conscious intention to
carry out the action ourselves.”
SOURCE: Modulation of Neural
Activity during Observational
Learning of Actions and
Their Sequential Orders,
Scott Frey and Valerie Gerry,
The Journal of Neuroscience
Simply knowing that
we will be expected to
carry out the motions
we observe seems to
prime the brain to
learn better.

15. “We gain more from observation if we bring with us some familiarity with the
movements being watched.”
SOURCE: Action Observation and Acquired Motor Skills: An fMRI Study with Expert Dancers, Cerebral Cortex Journal

16. What did each of these studies, scientifically
validated, have in common?
The test subjects watched video, what we now call,
micro-learning.

17. Encoding
Short-term memory, observations, memory
traces and what we’ve seen (limited capacity)
Retrieval
Forced retrieval is most effective after time
intervals and some forgetting has occurred
Consolidation
Time scientists believe the brain
replays or rehearses the
learning, new knowledge next
to neural markers
Human Learning
Process

18. Encoding
Process of putting data/information/images into
short-term memory.
1. Visual images anchor memories
2. Short cognition span (5-7 minute max)
3. Short bursts of study spaced between times to think
(distributed recall)
4. Forced recollection through quizzes – especially
effective after some forgetting occurs!!!!

19. Leaders need to improve mastery of:
Strategy
Execution
Emotional Intelligence
• Short Video simulations and scenarios for each skill,
multiple styles all 5-7 minutes each
• New videos assigned 7 days later
• Quizzes on first week’s content after two weeks . .
• New series of videos on leadership the following
week
Encoding & Micro-Learning
Leadership Development Use Case
Retrieval – forced recall of material
makes learning “stick”
Consolidation – apply new visual
memory markers embeds learning
deeper

20. Paradox of Human Learning
Changeable nature of memory skews our perceptions but . . .
is essential to learning.
We call up a memory = making the
memory stronger
Reinforcement is extremely powerful
element of learning. Story, narrative
and visuals are essential to anchoring
memory or learning.

21. Example: Baseball Team
Group A:
• 45 pitches a night extra batting practice
• 15 pitches each of fastballs, curve balls and change-ups, in order and with tips
from pitcher
• Hitters mashed the ball. Felt extra batting practice was great!
Group B:
• Same number of pitches in same mix, BUT pitches were mixed and hitters did
not know what pitch was coming
• Hitters were frustrated and did not like extra batting practice
After 6 weeks…
• Group B hitters outperformed Group A hitters by an average of 25%.
• Practiced the exact situation they would play. Pitch recognition and interleaving
skills hitting different pitches.
Interleaving or Interval Training |
Practice and Play

23. “What seems to be happening in this case is that the brain is
picking up deeper patterns when seeing assortments of paintings;
it’s picking up what’s similar and what’s different about them.”
SOURCE: Nate Kornell, Psychologist, Journal of Psychology and Aging

25. Our understanding of the world is shaped by a
hunger for narrative that arises out of our
discomfort with ambiguity and arbitrary
events.”
SOURCE: Make it Stick, by Peter Brown, Henry Roediger
and Mark McDaniel

26. Micro-Learning
Is it really learning?
Well – yes . . . in every essential way.
1. No cognitive overload
2. Observation = mastery/learning
3. Easy to spaced intervals between videos
4. Target content that is important to learner
5. Interleaving (hugely increases learning) by using
multiple styles
6. Testing (forced recall) helps increase mastery

31. Soft Skills
Micro-Learning
Is it really learning?
Leadership
Manager and Supervisory
Skills
Product Training
Processes and Applications
Compliance
Sales
Customer Service

32. Micro-Learning
Use case check list
Micro Learning will work when . . . .
Single topic, short bursts of content are possible (really that just about
anything!)
Employees need a low risk way to either observe mistakes by someone
else or to reflect on and correct their own mistakes
Employees have limited time for training and short video can serve to
refresh initial learning (retention and consolidation)
Variety of resources on the same topic are useful (retention and
consolidation)
Multiple versions or perspectives on the same topic will be instructive
Complex topics can be broken down into multiple short videos

33. How Tony Roma Employees
use Video to Learn
Important Job Skills
“The world is changing. People are
changing. To be effective, our
employee training is changing to
meet them where they are.”
Jessie Bray, Vice President of
Training and HR, Romacorp.

34. Tag Training
Nationwide Dental Insurance Provider
Development
opportunity
Maintain work flow and
service standard
Share and discuss with
co-workers

35. Key
Take-Aways
Research about human learning and
behavioral science support short form
video (micro learning) as an effective
method for learning.
You can leverage micro learning improve
the rates of employee learning in your
organization, and by extension, drive ever
higher levels of performance and business
results.
www.bizlibrary.com

36. Questions?

37. Improve employee performance with the largest and
fastest-growing library of training videos.
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38. Jessica Petry
Sr. Marketing Specialist
jpetry@bizlibrary.com
@JessLPetry
@BizLibrary
Chris Osborn
Vice President of Marketing
cosborn@bizlibrary.com
@chrisosbornstl