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IHATELEARNINGSTICKINESS
Suggested Reading
Benassi, V. A., Overson, C. E., & Hakala, C. M. (2014). Applying science of learning in education: Infusing psychological science into the curriculum.
Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/asle2014/index.php
Viewed May 23, 2015
Some of the following specific titles are from the above cited document and from the website: http://www.memrise.com/science/
Spacing and Interleaving of Study and Practice, Shana K. Carpenter, Iowa State University (2014)
V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.) (2014). Applying the science of learning in education: Infusing psychological science into the curriculum. Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/asle2014/index.php .
Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417-444.http://bjorklab.psych.ucla.edu/pubs/RBjork_Dunlosky_Kornell_2013.pdf .
Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Harvard University Press.
Pashler, H., Bain, P. M., Bottge, B. A., Graesser, A., McDaniel, M. A., & Metcalfe, J. (2007). Organizing instruction and study to improve student learning (NCER Publication No. 2007–2004). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee/wwc/pdf/practice_guides/20072004.pdf
Potts, R. & Shanks, D. R. (2014). The benefit of generating errors during learning. Journal of Experimental Psychology: General, 143, 644-667.http://discovery.ucl.ac.uk/1399515/1/RPottsLastRevision.pdfRoediger, H. L., Putnam, A. L., & Smith, M. A. (2011). Ten benefits of testing and their applications to educational practice. In J. Mestre & B. Ross (Eds.), Psychology of learning and motivation: Cognition in education (pp. 1-36).http://psych.wustl.edu/memory/Roddy%20article%20PDF's/BC_Roediger%20et%20al%20(2011)_PLM.pd
Suggested Reading
WHAT IS ONE GLARING PROBLEM WITH TRAINING?
In short, there is an assumption that what occurs in a training program will be quickly applied to the job and the learning will be re-enforced until it “sinks-in”, is easily recalled and is practical with measurable returns.
If you do not practice, using a defined schedule of what you just learned, then your learning will have minimal value and be quickly lost.
ARE YOU SURPRISED TO LEARN…
Pre-Learning Value
Knowing ExpectationsAsking me about my needsLearning Event MarketingEase of access (LMS)Receiving Feedback
Learning EventValue
Post-LearningValue
Follow-on activities PracticeGroup learningTeachingGaming/CompetitionFeedbackSocial learning
Online courseClassroom eventWebinarExternal conferenceAcademic class
In Training Magazine’s survey,1,200 learners stated that the value from training has three segments:
26% 24% 50%
VALUE AND FUNDING
Pre-Work Learning Event Post Training Activities
26% 24% 50%
10% 85% 5%
Estimates of how the current learning process is funded. The greatestvalue is the least funded.
The Value of the Learning Activity
Dale’s Cone of Learning
Citation: Edgar Dale, commons.wikimedia.org, viewed, April 14, 2012
WHAT IS APPLIED LEARNING EXTENSIONS™
Applied Learning Extensions™ is a process with specific learning activities that will be generated about 10 times over 90 days following a training program.
An activity can be as simple as a 1 minute email or a 20 minute practice.
The information gained inthe learning program is moved into long term memory through use, repetition and applied practice.
ALE™ re-enforces that learning on the job through immediate application and recall.
LOSS OF RETENTIONLe
arnin
g
Even
t or C
ours
e
Time
Rec
all
Recalled content from learning is rapidly lost due to non-use.
0
100
APPLIED LEARNING EXTENSION™ ACTIVITIESLe
arnin
g
Even
t or C
ours
e
Time
Rec
all
0
100
Applied Learning Extension Activities
ALE helps to close the learning retention and retrieval gap by exposing the learners to timed activities with increasing levels of direct participation by the learner using different (interleaving) practice activities.
APPLIED LEARNING EXTENSION™ ACTIVITIES
Business Acumen
Event or Course
Not all training is considered as having equal value in terms of investment return. Select which of your existing training has the greatest value and then apply the 90 day ALE™ approach.
Sales TrainingEvent or Course
Leadership Event or Course
Computer Security Event or
Course
1. Select the training that willparticipate in ALE™
2. Incorporate the traininglanguage into the ALE™program
3. Define the success measurements
4. Create company specificcases to be used with ALE™
5. Generate the activities6. Incorporate measurement
follow-up
The Process
APPLIED LEARNING EXTENSION™ ACTIVITIES
LearningEvent or Course
Time
Rec
all
0
100
Applied Learning Extension Activities
ALE helps to close the learning retention gap by exposing the learners to timed activities with increasing levels of direct participation by the learner.
Day 1 – email survey follow-upasking one question about apertinent issue from the training.
1
APPLIED LEARNING EXTENSION™ ACTIVITIES
LearningEvent or Course
Time
Rec
all
0
100
Applied Learning Extension Activities
ALE helps to close the learning retention gap by exposing the learners to timed activities with increasing levels of direct participation by the learner.
3Day 3 – email survey follow-up asking three questions about pertinent issues from the training and doing one topic repetition.
APPLIED LEARNING EXTENSION™ ACTIVITIES
LearningEvent or Course
Time
Rec
all
0
100
Applied Learning Extension Activities
ALE helps to close the learning retention gap by exposing the learners to timed activities with increasing levels of direct participation by the learner.
12
Day 12 – small group of learnersare invited to actively participatein a 20 minute webinar based on a learning course scenario.
This session is repeated for alllearners who took the trainingcourse. One person per groupis pre-designated to initiate aquestion, conversation orpoint of view for the group todiscuss.
APPLIED LEARNING EXTENSION™ ACTIVITIES
LearningEvent or Course
Time
Rec
all
0
100
Applied Learning Extension Activities
ALE helps to close the learning retention gap by exposing the learners to timed activities with increasing levels of direct participation by the learner.
30Day 30 – small group of learnersare invited to actively participatein a 30 minute webinar .The session situation appliesthe training to the company.Two people per groupare pre-designated to designand facilitate the webinar. This is a PC video webinar.
APPLIED LEARNING EXTENSION™ ACTIVITIES
LearningEvent or Course
Time
Rec
all
0
100
Applied Learning Extension Activities
ALE helps to close the learning retention gap by exposing the learners to timed activities with increasing levels of direct participation by the learner.
45
Day 45 – all of the learners willreceive a 10 question quiz designed to providetransference of the learning toother external or companyspecific situations.
A brief audio podcast of theoptimum responses to thequestions is delivered to thelearners within 24 hours.
APPLIED LEARNING EXTENSION™ ACTIVITIES
LearningEvent or Course
Time
Rec
all
0
100
Applied Learning Extension Activities
ALE helps to close the learning retention gap by exposing the learners to timed activities with increasing levels of direct participation by the learner.
60
Day 60 – each of the previoussmall groups will be providedan email case study to resolve,present and defend to the othergroups. Each small group will select their own facilitator in the presentation and defensewhich occurs at Day 90.
APPLIED LEARNING EXTENSION™ ACTIVITIES
LearningEvent or Course
Time
Rec
all
0
100
Applied Learning Extension Activities
ALE helps to close the learning retention gap by exposing the learners to timed activities with increasing levels of direct participation by the learner.
90
Day 90 – each of the previoussmall groups will present theircase resolution to one otherGroup.
During the case studies, seniormanagers are invited toparticipate as warranted.
APPLIED LEARNING EXTENSION™ ACTIVITIES
LearningEvent or Course
Test delay (how long do you wish your employee to retainand recall the training)
0
90
Applied Learning Extension Activities
Important note on timed spacing of practice:
The optimal spacing gap depends on the test delay,such that shorter spacing gaps tended to producebetter retention after longer delays. More specifically, memory retention was best when the spacing gap wasabout 10-20% of the test delay.
Cepeda, N.J., Vul, E.,et al, (2008), Spacing Effects in Learning,Psychological Science, 19, 1095-1102
Spac
ing
Gap
s
IMPLEMENTING RETAINED LEARNING
There are at least three different implementations in which ALE™ works.
T1 T2 T3 T4 T5 T6
.More intensive activities at the later stages
More intensive activities at the early stages
Activities are dispersed
• Email campaigns• Social learning• Web Presentations• Surveys• Rapid Learnings• Video group sessions• Self directed learning• Case study teaching• Managers’ review• Personal plan creation
Activity Types whichare used over 90 days.
CLOSING THE GAP
If you wish to learn more orto attend our next webinarthat describes the process andthe learning extensions, pleasecontact us. Thank you.
Dave [email protected]
Time
Rec
all
0
100
Applied Learning Extension Activities
