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10 pseudo-scientific myths about learning. Behaviourism Learning styles L/R brain theories Mozart effect Most of Piaget Vygotsky Maslow NLP Kirkpatrick Get a life not a coach. 10 ignored scientific facts about learning. Spaced practice
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10 pseudo-scientific myths about learning Behaviourism Learning styles L/R brain theories Mozart effect Most of Piaget Vygotsky Maslow NLP Kirkpatrick Get a life not a coach
10 ignored scientific facts about learning Spaced practice Cognitive overload Chunking Order Episodic & semantic memory Psychological attention Context Media mix Learn by doing Peer groups
10 ways to keep courses short Learning objectives ‘Introduction’ Pretty but useless graphics Text Audio Annoying animation Video Glossary Abandon fixed times Happy sheets
10 ways to massively increase retention • Self- rehearsal • 2. Take notes • 3. Blogging • 4. Repetition • 5. Delayed assessment • 6.Record • 7. Spaced e-learning • 8. Mobile technology • 9. Games • 10. Simulations
Email donald.clark@hotmail.co.uk Blog http://donaldclarkplanb.blogspot.com/ Twitter @donaldclark Facebook DonaldClark
Recommendations Kill Kirkpatrick Customise to decision makers Customise to decisions Don’t harvest - sample Keep it simple
Binkerhoff’s Success Case Method • Qualitative analysis • Find out quickly what's working and what's not • Mining for best and worst cases • All about IMPACT on organisation
Robert Stake's Responsive Evaluation • Quantitative & qualitative analysis • Observe and respond • Customise to situation
Daniel Stufflebeam's CIPP Model: Context ( needs, assets, and problems within a defined environment) Input (competing strategies & work plans & budgets of selected approach) Process (monitor, document, and assess program activities) Product (impact, effectiveness, sustainability, and scalability) Decision/Accountability-Oriented Evaluation (Stufflebeam, 2001, in Evaluation Models)