Modes of Learning

Modes of Learning
ZEESHAN SHAHID
MARCH 3, 2018

“Teaching is the highest form of
understanding.”
- Aristotle, Greek Philosopher
“The only thing worse than
training your employees and
having them leave is not
training them and having them
stay.”
- Henry Ford, Founder, Ford
Motor Company
“Learning experiences are like
journeys. The journey starts
where the learning is now, and
ends when the learner is
successful. The end of the
journey isn’t knowing more, it’s
doing more.”
- Julie Dirksen, learning strategy
and design consultant
Modes of Learning, by Zeeshan Shahid
2

Citations
 ASTD Handbook for Workplace
Learning Professionals
 Pros and Cons of Training
Methods, by Craig Borysowich
 The Art and Science of Training
 The Most Effective Training
Techniques
3
(ed),ElaineBiech.ASTDHandbookfor
WorkplaceLearning
Professionals.AssociationforTalent
Development.©2008.Skillsoft.
Biech,Elaine.TheArtandScienceof
Training.AssociationforTalent
Development.©2017.Skillsoft.

Learning and
learners
INTRODUCTION
4

Types of learning
 Live classroom sessions
 Online instructor-led sessions
 Games
 Informal learning opportunities
 On-the-job experiences
 Reading
 Social learning
 Performance support
 Self-paced asynchronous courses
5

Types of learning
 MOOCs (Massive Open Online Courses)
 Coaching
 Mentoring
 …
6

Who’s who?
 Facilitators make sure learners take an active role in their learning;
the term is sometimes interchangeable with trainers.
 Trainers are the learning catalysts that help adults learn new skills
and obtain knowledge; their role is interchangeable with facilitators.
 Talent developer is the newest name bestowed upon us.
 Presenters deliver speeches at conferences or to larger groups; there
is a minimal amount of emphasis on two-way communication.
 Instructors are teachers typically found in academia. They may also
teach a specific skill set, such as tennis instructors or flight
instructors.
 Teachers instruct children and focus on pedagogy.
7

Who’s who?
 Learner is a neutral term that can be used for anyone gaining
information.
 Participant is a general term used by facilitators and trainers
to refer to anyone in a learning or training session; that is, a
learner.
 Trainee is synonymous with participant; the term has most
recently been replaced by learners or participants. It may not
project professionalism, especially when the learners are
employed beyond entry-level jobs.
 Student is used for young children—again, pedagogical.
8

Intended results
 Learning is gaining knowledge and skills to make change.
 Knowledge is gaining cognitive competence and
information assimilation.
 Skill development is gaining psychomotor competence
and the ability to perform better or in a new way.
 Attitude is the willingness to change based on new
knowledge.
 Performance is the ability to implement the knowledge
and skills that have been learned.
9

“
”
A single word has the power
to influence the expression of
genes that regulate physical
and emotional stress.
NEWBERG AND WALDMAN 2012
Does label choice make a difference? In their groundbreaking research, neuroscientist Andrew Newberg and
Loyola professor Mark Waldman discovered a valuable communication strategy that includes the power of
words. They found that the use of words, both positive and negative, can be recorded on an fMRI scan. You
can see an increase of activity in the amygdala and the release of dozens of hormones and neurotransmitters
when we listen to someone speak. Single words have the ability to support or interrupt the normal functions
of the brain, such as those involved with logic, reason, language processing, and communication.
10

Adults and
learning
FUNDAMENTALS OF
TRAINING
11

Activity
 You're an adult and you are learning all the time. Think
back over the past two months. What did you learn and
why did you learn it? List two or three on a piece of paper
or enter them on your tablet. Remember to list what you
learned and why you learned it. You can use this format:
 Some learners’ feedback (after 5 minutes)
12

Feedback on activity
 Almost all of what you learn as an adult is steeped in your
desires.
 You either need to learn something to solve a problem or
you want to learn something to satisfy yourself.
 Review your examples again. What did you discover
about why you learn? Generally you will find that you
learned something because you need to learn it or want
to learn it. This is somewhat different from children who
learn something in school to prepare to learn something
at the next stage of their lives.
13

Adult learning theory
 Adult learning strategies include:
 learning in teams
 respecting learners, and
 helping learners relate the content to their real world.
 Adult learning is learner focused while keeping in
perspective the objectives of training.
 Content is important but knowing learners’ best use of
time is key to improving their performance
14

Adult learning principles
 They need to know why something is important
 They have a self concept of who they are
 They bring life experiences and want to be recognized
 They prefer relevance
 They are practical
 They are internally motivated
 Citation: The Adult Learner: A Neglected Species, by
Malcolm Knowles, published in 1973
15

Universal
concepts
FUNDAMENTALS
16

Training cycle
Analyze
Design
DevelopImplement
Evaluate
17
Analyze data to
identify specific needs
and content
Define objectives
Decide exactly what’s
needed to achieve the
objectives.
Conduct the
training
Understand if
objectives are
met; feed into
analysis;
determine future
needs

Bloom’s Taxonomy
 In the early 1950s, Benjamin Bloom and a university committee identified three
learning domains:
 cognitive,
 psychomotor, and
 affective.
 Trainers typically use knowledge (cognitive), skills (psychomotor), and attitude
(affective)—frequently referred to as KSAs—to describe the three categories of
learning. You may think of these as the ultimate goal of the training process—
what your learner acquires as a result of training.
 Bloom's group further expanded on the domains, creating a hierarchical
ordering of the cognitive and affective learning outcomes.
 Their work subdivided each domain, starting from the simplest behavior to the
most complex:
 Knowledge, comprehension, application, analysis, synthesis, and evaluation
 Each level builds on the earlier one.
18

Levels of Bloom’s Taxonomy
Behavioral level Skills Examples
Knowledge Define, list, name, recall, or repeat
knowledge or information.
Name six levels of Bloom's
Taxonomy.
Comprehension Translate, describe, or explain
information in your own words.
Explain Bloom's six levels.
Application Apply, demonstrate, or use
knowledge in new situations.
Apply Bloom's theory to write
learning objectives.
Analysis Analyze, compare, question, or break
knowledge into parts.
Compare and contrast
aspects of Bloom's model.
Synthesis Arrange, create, plan, or prepare a
new whole from parts.
Design a new learning model.
Evaluation Appraise, assess, judge, or score
information based on knowledge.
Evaluate and defend the
benefits of Bloom's
Taxonomy.
Knowledge Define, list, name, recall, or repeat
knowledge or information.
Name six levels of Bloom's
Taxonomy.
19

Bloom’s Taxonomy utilization
 This work is known as Bloom's Taxonomy, and the
research will help you in the design and the delivery
phases of training (Bloom et al. 1956).
 The learning categories are not absolute, and other
systems and hierarchies have been developed since then.
 Bloom's Taxonomy, however, is easily understood and
may be the most widely applied to learning objectives.
20

Gagné's Conditions of Learning
 Gagné identified nine instructional events. Applying these events to
your training is helpful and ensures that learning will occur.
 Gain the learners' attention.
 Share the objectives of the session.
 Ask learners to recall prior learning.
 Deliver the content.
 Use methods to enhance understanding; for example, case studies,
examples, graphs.
 Provide an opportunity to practice.
 Provide feedback.
 Assess performance.
 Provide job aids or references to ensure transfer to the job.
21

70-20-10
22
• 70-20-10 purpose is to serve as a rough guide to help think about how
people develop.
• The numbers project a solution that isn't as simple as it first appears.
• The numbers will never be exact and an organization should use them
as a guide not an absolute.
• Three essential ingredients to learning must accompany the
framework: challenging tasks, support from others (which includes
feedback), and a supply of new content.
• Although formal learning is only 10 percent or so, it is critical to gain
new information and learning.
• The best learning strategy is one that draws upon elements of all three
categories.

Modes of
learning
DIFFERENT TYPES AND
THEIR ATTRIBUTES
23

Natural experience
24
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Natural experience
 The individual or group is placed in the natural
environment and learns through real-life trial-and-error
events. You might also label this “life experience.”
 Sample applications: Internship, practicum assignment to
a new team or taskforce, temporary job placement, duty
rotation
25

Pros and cons
Pros Cons
Most relevant Mistakes can be costly
Effective Genuine capacity development
needs, if unfulfilled may lead to
frustration and resentment
Enhances morale Stigma of cheap labour
Ensures relevant learning with
minimal training wastage
Significant dependent on task
assigner’s ability to meet learning
objectives
Trainers can determine whether
trainees have learned the skill
Not good for large groups
26

Experiential learning
27
PhotobyRachelonUnsplash

Experiential learning
 Very similar to natural experience. However, the
individual or group also participates in structured
debriefing sessions to reflect on the experiences
encountered and draws conclusions or plans new courses
of action.
 Sample applications: Practicum, structured and mentored
internship, field placement with coaching, on-the-job
practice and work sessions, and supervised transitional
work settings following training
28

Pros and cons
Pros Cons
Effective knowledge transfer Differences from instructor to
instructor, session to session.
Related to trainee’s job Can be disruptive to coach’s
productivity
Face to face contact
29

On-the-job training (informal)
30
PhotobyNikMacMillanonUnsplash

On-the-job training (informal)
 The individual learner assumes an apprenticeship role
while working in an operational setting. Co- workers and
supervisors informally provide guidance as needed on
how to perform.
 Sample applications: Apprenticeship program, job
placement with orientation and coaching on request,
ordinary job placement with instructions to co-workers to
“help out”
31

Pros and cons
Pros Cons
Effective knowledge transfer Differences from instructor to
instructor, session to session.
Related to trainee's job Costly in terms of instructor-
to-trainee ratio; non-
performing interns
Face to face contact Personal coaching disruptive
for coach
Effective for training in new
procedures and new
equipment.
Not good for large groups if
you do not have enough
equipment or machines for
everyone to use.
32

Structured on-the-job training (planned)
33
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Structured on-the-job training
(planned)
 Similar to on-the-job training except that the operational
work environment has been systematically organized and
prepared for learning. The individual “learner” has a
roadmap and learning plans to acquire work-relevant
skills and knowledge with the assistance of trained lead
workers, sometimes called structured-on-the-job trainers
(SOJT). Self-evaluation and SOJT forms are usually built
into the program.
 Sample applications: Structured-on-the-job program,
structured mentoring program for newly hired technical
personnel, model learn-and-work environments
34

Pros and cons
Pros Cons
All the pros of informal All the cons of informal
except for disruption to
coach’s productivity
Coach’s role in-built in job
responsibilities and can be
related to compensation
Very complex to manage
Clear training objectives,
needs and strategy
Can be costly.
35

Simulation
36

Simulation
 The individual performs as she or he would in real life.
The setting, however, is an artificial creation designed to
resemble the natural environment. Simulations range
from very realistic (high fidelity) to symbolic and abstract
(low fidelity). In all simulations for learning, regardless of
degree of fidelity, the critical elements of the job must be
represented along with realistic interactions and
outcomes.
 Sample applications: Physically realistic simulators, virtual
reality environments, psychologically realistic settings, in-
basket exercises, war games, virtual labs, assessment
centers
37

Pros and cons
Pros Cons
Comprehensive and effective Expensive as initial
implementation and complex
Customizable Requires computer literacy
Lower cost in long run due to
repeated usage and
applicability to large number
of employees.
Trainer interaction minimal
Flexible and standardizable
38

Role play
39
PhotobySakshamGangwaronUnsplash

Role play
 The individual assumes roles other than his or her own
real ones or remains the same person but is thrust into
settings that are different from the current one. In these
novel situations, the individual acts out feelings,
reactions, and responses to various scenarios or events.
 Sample applications: Psychodramas; sociodramas; group
role play for sales, counseling, or management; practice
in handling social interactions of all kinds
40

Pros and cons
Pros Cons
Hands on Not good for large groups
where feedback may not be
practical
Immediately applicable to
job
Can be disruptive for
facilitators if not part of
standard job descriptions
Allows trainers to judge
trainee’s dv
41

Laboratory training
42
PhotobyDrewHaysonUnsplash

Laboratory training
 This is similar to simulation training except that the
laboratory does not necessarily re-create the work
environment. The individual can practice a broad range of
work activities, but not necessarily in normal job
sequence. The laboratory offers a practice environment
and set of experiences where error can be exploited as a
powerful opportunity for learning.
 Sample applications: Science experimentation, repair
practice, hardware or software adaptation and
troubleshooting, welding practice, medical
experimentation and practice
43

Pros and cons
Pros Cons
Effective Expensive
Allows trainee to test out
complex tasks in a safe
environment
Lack of control over usage
Transition from test to
production could not be
moderated
44

Classroom training (live or virtual)
45
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Classroom training (live or virtual)
 The individual acquires skills and knowledge through
guidance from an instructor in a formal group setting
removed from the workplace. With interactive distance
learning, webinars and webcasts, the individual may be at
the work site, but the session is not usually an integrated
part of ongoing work activities.
 Sample applications: Seminars, workshops, lectures,
demonstrations, Internet-based classes, video and audio
conferences, webinars, webcasts
46

Pros and cons
Pros Cons
Interactive sessions keep
trainees engaged in the
training.
Recorded virtual sessions or most live
sessions like MOOCs are rarely
interactive.
Trainings can be more
enjoyable
Interactive sessions can take longer
because activities, such as taking quizzes
or breaking into small groups, are time-
consuming.
They provide ways for veteran
employees to pass on
knowledge and experience to
newer employees.
Some methods, such as participant
control, can be less structured, and
trainers will need to make sure that all
necessary information is covered.
47

Self study
48
PhotobyAaronBurdenonUnsplash

Self study
 The individual acquires skills and knowledge through self-
learning, guided by structured materials ranging from
print to highly sophisticated electronic systems.
 Sample applications: Highly directive programmed
instruction, computer-based modules, web-based virtual
labs, CD-ROM/DVD learning modules, embedded
learning objects, web explorations
49

Pros and cons – Online self study
Pros Cons
Consistent training content High development costs
Convenient access to training Lengthy development time
Trainee sets own pace Requires computer
equipment
Reuse does not require
trainer participation
Limited bandwidth causes
slow download times. (web-
based)
Easy to modify (web-based) Difficult to modify (cd-based)
50

Pros and cons – Printed self study
Pros Cons
Portable Less interesting
Self-paced Difficult to modify
Quickly developed
Video DVD or Audio CD:
• Consistent training
content
• Can share copies
• Requires playback
equipment
• Can be costly to develop
51

“
”
“Tell me and I forget, teach
me and I may remember,
involve me and I learn.”
BENJAMIN FRANKLIN
52

Questions
53

Modes of Learning

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