Group items tagged

"I'll argue that what is useful is making better decisions. That is, the ability to explain what's happened and react, or predict what will happen and make the right choice as as consequence. This comes from model-based reasoning. What sort of learning helps model-based reasoning? Two types, in a simple framework. You need to process the models to help them be comprehended, and use them in context to make decisions with the consequences providing feedback. Yes, there likely will be some content presentation, but it's not everything, and instead is the core model with examples of how it plays out in context. That is, annotated diagrams or narrated animations for the models; comic books, cartoons, or videos for the examples. Media, not bullet points. The processing that helps make models stick includes having learners generate products: giving them data or outcomes and having them develop explanatory models. They can produce summary charts and tables that serve as decision aids. They can create syntheses and recommendations. This really leads to internalization and ownership, but it may be more time-consuming than worthwhile. The other approach is to have learners make predictions using the models, explaining things. Worst case, they can answer questions about what this model implies in particular contexts. So this is a knowledge question, but not a "is this an X or a Y", but rather "you have to achieve Z, would you use approach X, or approach Y". Most importantly, you need people to use the models to make decisions like they'll be making in the workplace. That means scenarios and simulations. Yes, a mini-scenario of one question is essentially a multiple choice (though better written with a context and a decision), but really things tend to be bundled up, and you at least need branching scenarios. A series of these might be enough if the task isn't too complex, but if it's somewhat complex, it might be worth creating a model-based simu

So where I thought I would start is taking each one of the elements shared in the "8 Things", and try to share an idea that focuses on one of the elements specifically, but obviously, each idea can have multiple elements. Here is each element with the corresponding letters to identify them in each activity. Voice (V), Choice (C) , Connected Learning (CL), Problem-Finders/Solvers (PFS), Reflection (R) , Self-Assessment (SA), Critical Thinking (CT), Opportunities for Innovation (INNO) Below is each element, with the rationale on why it is important, and then one or two ideas, that could be large or small, and not necessarily delivered on a typical professional development day

"First Principles of Instruction M. David Merrill For the past several years the author has been reviewing instructional design theories in an attempt to identify prescriptive principles that are common to the various theories. This paper is a preliminary report of the principles that have been identified by this search. Five first principles are elaborated: (a) Learning is promoted when learners are engaged in solving real-world problems. (b) Learning is promoted when existing knowledge is activated as a foundation for new knowledge. (c) Learning is promoted when new knowledge is demonstrated to the learner. (d) Learning is promoted when new knowledge is applied by the learner. (e) Learning is promoted when new knowledge is integrated into the learner ' s world"

"make their compliance e-learning more interesting and impactful. 1. Focus on behaviours not policies If the organisation requires people to read the whole policy, e-learning should not be the answer - put in place an effective system of tracking completion and the right carrots and sticks. What e-learning should be used for is providing realistic ways for learners to practice the desired behaviours and providing the minimum viable knowledge to do this. If you get the attitudes right, people will refer to the policy when they need to. Several entries successfully boiled the underpinning policies down to just a few key messages which could then be communicated in engaging ways. This may take significant trust from your subject matter experts, but this is increasingly the direction of travel that regulators are taking (away from 'tick box' compliance). 2. Make the learning part of a campaign Once you have defined the key messages about how you want people to behave, think about it as a communications campaign. E-learning is just one channel within the overall campaign. There has been much already written on this, so I won't dwell on the benefits of campaign thinking and spaced practice e.g. improved memory, social learning, buzz, ease of learning transfer back into the workplace. Some entries applied campaign thinking very effectively. 3. Pre-test Life is too short to be told things you already know so that your employer is legally protected. It's a far better use of everyone's time if learners have a pre-test. This means that the people who need the learning get it and those who don't don't (pre-testing enables a variety of routes through the learning). To make this viable, the questions in the pre-test need to be challenging and really robust. The amount of learner time that you'll save more than justifies paying for additional instructional design expertise if you need help to step up the quality of questioning. 4. Use role filters Learne

"Research into designing effective professional learning has grown out of a larger body of work focused on what constitutes effective professional learning (i.e. learning that positively impacts student achievement). Researchers have identified common features of effective professional learning that are likely to produce the most benefits for learners"