2.1.A - Knowledge of theories and models of adult learning

Question 1

What are Learning Objectives vs. Training Objectives?

Answer 1

A Learning Objective demonstrates what your participants have learned and can perform as a result of the training.

A Training Objective is what the instructor hopes to accomplish during the training session.

“Learning Objectives are a required step in every good training design. Training Objectives help the trainer to focus on designing and delivering a first-class training program by setting targets for the trainer to achieve.”

Question 2

What does ISD stand for and which is the most commonly used ISD today?

Answer 2

ISD = Instructional Systems Design

Most common = ADDIE

Question 3

Which stage of ADDIE do you write learning and training objectives?

Answer 3

Design

Question 4

What do learning theories do?

Answer 4

Attempt to describe what is happening when people learn.

Question 5

What are the 9 instructional events as outlined by Robert Gagnes?

Answer 5

• Gain the learner’s attention.
• Share the objectives of the session.
• Ask learners to recall prior learning.
• Deliver the content.
• Use methods to enhance understanding; for example, case studies, examples, graphs.
• Provide an opportunity to practice.
• Provide feedback.
• Assess performance.
• Provide job aids or references to ensure transfer to the job.

Question 6

Which of the following DOES NOT enhance the transfer of learning? (according to Eduardo Salas et al 2012)

A.) Conducting a training needs analysis

B.) Preparing the Learning Climate

C.) Preparing Supervisors and Leaders

D.) Measuring Readiness

Answer 6

D.) Measuring Readiness

Transfer of learning is dependent upon what happens before training, after training, and the involvement of the learner’s immediate team.

Question 7

What are the 6 principles of Adult Learning as outlined by Malcolm Knowles?

Answer 7

1. ) Adults need to know why something is important
2. ) They need to have a self-concept of who they are
3. ) They bring life experiences and want to be recognized
4. ) They prefer relevance
5. ) They are practical
6. ) They are internally motivated

Question 8

Trainers should help training participants understand how the content they will be learning is going to affect them, why they should care, and how it will make a difference for them at work or in their lives. This is an example of attending to which Adult Learning principle in practice?

Answer 8

Adults need to know why something is important

Question 9

Trainers should help adult learners to identify their own needs and knowledge gaps so that they can direct their own learning and establish their own goals. This is an example of which Adult Learning principle in practice?

Answer 9

Adults need to have a self-concept of who they are

Question 10

Trainers should create a safe environment for learning as a strategy to avoid negatively impacting the adult learner’s sense of self. This is related to which Adult Learning principle?

Answer 10

Adults are internally motivated. They are more responsive to internal motivators, such as increased self-esteem, than they are to external motivators, such as a higher salary.

Question 11

Trainers who determine learner needs and interests and then develop content around those needs will be most helpful to adult learners because of which Adult Learning principle?

Answer 11

Adults are practical. They are willing to invest energy into things that they believe will help them perform better or approach future problems more effectively.

Question 12

Workplace training should relate directly to situations that adults face at work. This is an example of which Adult Learning Principle?

Answer 12

Adults prefer relevance

Question 13

Benjamin Bloom’s group expand their original 3 learning domains (cognitive/knowledge, psychomotor/skills, and affective/attitude) into a hierarchical ordering of the affective and behavioral learning outcomes by subdividing each domain where each level builds on the one prior. What are Bloom’s six Behavioral levels?

Answer 13

1. ) Knowledge
2. ) Comprehension
3. ) Application
4. ) Analysis
5. ) Synthesis
6. ) Evaluation

Question 14

“Compare and contrast” is an example of which of Bloom’s 6 behavioral levels?

Answer 14

Analysis

Example: “Compare and contrast aspects of Bloom’s model”

Question 15

Assess or judge is an example of which of Bloom’s 6 behavioral levels?

Answer 15

Evaluation

Example: “Evaluate and defend the benefits of Bloom’s taxonomy”

Question 16

Name, list, or recall are examples of which of Bloom’s 6 behavioral levels?

Answer 16

Knowledge

Example: “Name six levels of Bloom’s taxonomy.”

Question 17

Translate or describe are examples of which of Bloom’s 6 behavioral levels?

Answer 17

Comprehension

Example: “Explain Bloom’s six levels.”

Question 18

Demonstrating or using knowledge in a new situation is an example of which of Bloom’s 6 behavioral levels?

Answer 18

Application

Example: “Apply Bloom’s theory to write learning objectives.”

Question 19

“Prepare a new whole from parts” is an example of which of Bloom’s 6 behavioral levels?

Answer 19

Synthesis

Example: “Design a new learning model”

Question 20

What are the 3 parts of a Performance-Based Objective as outlined by Robert Mager?

Answer 20

1) A performance or action,
2) Conditions under which the learner must perform
and
3) the criteria (by which the performance is evaluated by another, or, in other words, how well the action must be completed).

Question 21

What is an example of a Performance-Based Objective as outlined by Robert Mager?

Answer 21

“You will be able to write effective learning objectives by the end of this module 100 percent of the time.”

Question 22

What are Robert Gagné’s five types of learning?

Answer 22

Intellectual skills (refers to learning concepts, rules, and procedures. In a sense, it’s about knowing how to perform a task.)

Cognitive strategy (refers to learners employing their own learning strategies for taking in information, remembering it, and applying it.)

Verbal Information (refers to information the learner can declare or state that they will use to make sense of new information.)

Motor Skills (refers to carrying out practical tasks or following a procedure.)

Attitude (refers to the bias or values that influence a learner’s action toward something.)

Question 23

How can TD professionals use modeling to foster learning?

Answer 23

TD professionals can use modeling as a vehicle for reflection, such as modeling a behavior and then asking the learners to provide constructive feedback.

Question 24

Which learning theory is said to bridge behaviorism and cognitivism?

Answer 24

Social cognitive theory

Said to bridge behaviorism and cognitivism, social cognitive theory has prompted educators to incorporate modeling into their teaching to help participants learn new patterns or behaviors, known as the modeling effect, or reduces existing ones, known as the inhibitory effect (Bandura and Walters 1963).

Question 25

Which learning theory would a TD professional be drawing upon if they were to create experiences where participants model behaviors or perform tasks in a way that offers an opportunity for other learners to watch and imitate?

Answer 25

Social cognitive theory

Question 26

How can a TD professional use cognitive learning principles in instructional design to decrease cognitive load?

Answer 26

Break content into chunks so it doesn’t overload the working memory. Use both visual and verbal (dual encoding theory) for descriptions. Provide worked examples to help learners make sense of new learning.

Question 27

What idea is social learning theory centered around?

Answer 27

Social learning is the continuous process of learning from other people