What Is Learning?

1. What Is Learning? Learning is a relatively permanent change in human capabilities that is not a result of growth processes. These capabilities are related to specific learning outcomes.

2. Issues in Learning & Instruction

3. Issues ... • Outcomes • Conditions • Motivation • Adult Learning Theory • Learning Processes

4. What is to be Learned? • Gagne’s Instructional Theory of Learning Outcomes • Intellectual skills • Procedural knowledge • Verbal information • Declarative information • Cognitive strategies • Knowing when & how to use 1 & 2 above • Motor skills • Attitudes

5. Internal and External Conditions Necessary for Learning Outcomes (1 of 2)

6. Internal and External Conditions Necessary for Learning Outcomes (2 of 2)

7. MotivatingLearners

8. Adult Learning Theory

9. Adult Learning Theory • Adult learning theory was developed out of a need for a specific theory of how adults learn. • It is based on several assumptions: • Adults have the need to know why they are learning something. • Adults have a need to be self-directed.

10. Adult Learning Theory - 2 • Assumptions continued: • Adults bring more work-related experiences into the learning situation. • Adults enter into a learning experience with a problem-centered approach to learning. • Adults are motivated to learn by both extrinsic and intrinsic motivators.

11. Design Issue Implications Self – concept Mutual planning and collaboration in instruction Experience Use learner experience as basis for examples and applications Readiness Develop instruction based on learner’s interests and competencies Time perspective Immediate application of content Orientation to learning Problem – centered instead of subject – centered Implications of Adult Learning Theory for Training:

12. The Learning Process

13. The Learning Process This material asks three questions: • What are the physical and mental processes involved in learning? • How does learning occur? • Do trainees have different learning styles?

14. Mental and Physical Processes Expectancy Gratifying Perception Working Storage LEARNING Generalizing Semantic Encoding Retrieval Long –Term Storage

15. Diverger Concrete experience Reflective observation Assimilator Abstract conceptualization Reflective observation Converger Abstract conceptualization Active experimentation Accommodator Concrete experience Active experimentation Learning Styles

16. Implications of the Learning Process for Instruction: (1 of 2) • Employees need to know why they should learn • Employees need meaningful training content • Employees need opportunities to practice • Employees need to commit training content to memory • Employees need feedback

17. Implications of the Learning Process for Instruction:(2 of 2) • Employees learn through: • Observation • Experience • Interacting with others • Employees need the training program to be properly coordinated and arranged

18. Practice • Massed • Spaced, distributed

19. Learning • Whole • Part

20. Automaticity • Performance that requires limited attention • --> parallel processing, quick, efficient performance • Overlearning • extra learning opportunities even after mastery demonstrated

21. Self-Regulation • Checking one’s own performance

22. Mental Models • Organizing material • Experts vs. novices • Mnemonics • Organizers • advanced • comparative

23. Feedback • Knowledge of results • Related issues: • perception • source credibility • frequency • negative delayed • individual needs

24. Meaningfulness • Linking training to employees’ job experiences and tasks

25. Modeling • Learning by observing and interacting with others