Microlearning and Proven Methods That Facilitate the Ongoing Learning Process
7 likes1,510 views
The document discusses the challenges of traditional employee training, emphasizing that a significant amount of learned information is forgotten shortly after training sessions. It introduces science-backed methods to enhance training effectiveness, such as chunking content, spacing out learning, and testing for retention. The content encourages businesses to adopt these strategies to improve learning outcomes and overall employee development.
Microlearning and Proven Methods That Facilitate the Ongoing Learning Process
- 2. Presenting Today Dean Pichee President and CEO, BizLibrary dean@bizlibrary.com Jessica Petry Sr. Marketing Specialist, BizLibrary jpetry@bizlibrary.com Follow along on Twitter: #BizWebinar @BizLibrary
- 3. Helping organizations succeed by improving the way employees learn. www.bizlibrary.com/free-trial
- 4. What is the goal and objective for employee training in your organization? Let us know in chat.
- 5. Why Traditional Training Doesn’t Work U.S. businesses spend over $160 billion annually on employee learning and training. 90% of what we learn is forgotten within 30 days. Employees are interrupted – on average – every 3 minutes. Classroom-based learning is failing businesses because it covers only about 10- 20% of what someone actually needs to do their job. 90% 20%
- 6. Hermann Ebbinghaus: The Forgetting Curve
- 9. “No matter how much you invest into training and development, nearly everything you teach to your employees will be forgotten. Indeed, although corporations spend billions of dollars a year on training, this investment is like pumping gas into a car that has a hole in the tank. All of your hard work simply drains away.” Art Kohn, PHD, Professor, Author and Consultant
- 12. Does your business use science to improve its outcomes like architects and major league baseball teams? Poll Question a. Yes b. No
- 13. How We Learn Encoding Short-term memory, observations, memory traces and what we’ve seen (limited capacity) Consolidation Time scientists believe the brain replays or rehearses the learning, new knowledge next to neural markers Retrieval Forced retrieval is most effective after time intervals and some forgetting has occurred
- 14. Myth #1:
- 15. Myth #2:
- 16. Key Neurological Principle of Retention Purposeful recollection of material over intervals of time
- 17. How little organizations rely on the science of learning and training. I've been doing this for a long time, and many organizations are uninformed about what it is we know about learning and training and development. What happens before and after a training session is just as important as the actual instruction itself. “ - Eduardo Salas, Professor of Organizational Psychology, - University of Central Florida “ What was the most surprising thing you have learned from years of studying corporate training?
- 18. 6 Ways to Use Science to Improve Your Employee Training Program 1. Chunk it. 2. Space it out. 3. Test it. 4. Mix it up. 5. Make it hard. 6. Write to remember
- 19. Chunk it “Microlearning – learning bursts – lower the cognitive load.”
- 20. Cognitive Load The total amount of mental effort being used in the working memory. Our brain can only process a certain amount of information at a time.
- 22. Space it out “Cramming can be an effective learning methodology if your only objective is to pass a one-time exam. ”
- 23. Spacing Effect Spacing out information over time rather than cramming it into one session or a short time period, you will improve your long-term memory.
- 26. Test learners “Tests and quizzes do more than just measure the amount of learning that has taken place. Testing is a critical part of the learning itself.”
- 27. The Testing Effect - Retrieval Testing increase learning more than any other study method. Long-term memory is increase when some of the learning time is devoted to retrieving the to-be- remembered information.
- 29. Mix it up “Practice like we play the game.”
- 30. Interleaving The practice of mixing several related skills together.
- 31. Blocking vs. Interleaving TOPIC 1 TOPIC 2 TOPIC 3 TOPIC 4 TOPIC 5 TOPIC 6 TOPIC1 TOPIC3 TOPIC4 TOPIC6 TOPIC2 TOPIC5 TOPIC2 TOPIC4 TOPIC3 TOPIC5 TOPIC1 TOPIC6 TOPIC5 TOPIC6 TOPIC3 TOPIC1 TOPIC4 TOPIC2
- 32. Make it hard “The harder our brain has to work the more learning and retention occurs.”
- 34. 0 5 10 15 20 25 30 Pretest Acquisition 1&2 Random Transfer Test Blocked Transfer Test Practiced with blocked pitches Practiced with random pitches NumberofHits
- 36. Writing to remember “Retention is increased if you ask learners to summarize in their own words what they learned.”
- 37. What We Can Do Before Training Priming Ask questions to encourage thinking about the topic. Set Expectations Set expectations that prepare for a difficult experience.
- 38. What is the most important thing you learned from the webinar today? Let us know in chat.
- 39. What Works? Learning Bursts microlearning Learning Boosts reinforcement
- 40. Get boosted. Receive learning boosts after the webinar today.
- 41. NOT ME
- 42. Questions?
- 43. Helping organizations succeed by improving the way employees learn. Try us out! For your free 30-day trial go to www.bizlibrary.com/free-trial
- 44. Get in Touch Dean Pichee President and CEO, BizLibrary dean@bizlibrary.com Jessica Petry Sr. Marketing Specialist, BizLibrary jpetry@bizlibrary.com www.bizlibrary.com
- 45. References and Resources Brain Science: The Neuroscience of Teaching and Learning, Learning Solutions Magazine, by Art Kohn. http://www.learningsolutionsmag.com/articles/1354/brain-science-the-neuroscience-of-teaching-and-learning Make it Stick: The Science of Successful Learning, by Peter C. Brown, Henry L. Roediger III, and Mark A. McDaniel. http://www.learningsolutionsmag.com/articles/1354/brain-science-the-neuroscience-of-teaching-and-learning How Much Do People Forget? Will Thalheimer. http://willthalheimer.typepad.com/files/how-much-do-people-forget- v12-14-2010.pdf So Much Training, So Little to Show for It, WSJ.com, Rachel Emma Silverman. http://www.wsj.com/articles/SB10001424052970204425904578072950518558328 ATD State of the Industry 2014. http://files.astd.org/Research/Infographics/SOIR-2014- Infographic.pdf?_ga=1.228043741.1320061770.1449678068 Information Impact and Factors Affecting Recall, ERIC, Ralph Burns. http://eric.ed.gov/?id=ED258639 Meet the Modern Learner, Bersin by Deloitte. http://www.slideshare.net/heytodd/the-modern-learner-infographic- final-v4120414