Professional Capability - Learning Sciences

Question 1

How do people learn?

Multi store model

Answer 1

Brain process info through 3 separate stages:

1) sensory register: info enters
2) short term store: limited capacity , info is rehearsed
3) long term store: limitless capacity, rehearsed info

Question 2

How do people learn?

Deliberate practice techniques

Answer 2

Those help TD professionals deliver deeper learning that leads to better retention

Question 3

How do people learn?

Deliberate practice techniques

Answer 3

Interleaving: multiple topics within instruction are mixed and alternated

Question 4

How do people learn?

Deliberate practice techniques

Answer 4

Spaced practice: Learning is spaced over time with intervals between practice

Question 5

How do people learn?

Deliberate practice techniques

Answer 5

Elaboration: learners are asked to connect the content with their existing knowledge

Question 6

How do people learn?

Deliberate practice techniques

Answer 6

Retrieval practice: learners are asked to recall the piece of knowledge and skill they leaned directly from memory rather than referring to the content

Question 7

How do people learn?

Cognitive load theory

Answer 7

Refers to the amount of effort needed to process new info in the working memory

Question 8

How do people learn?

Cognitive load theory

Answer 8

3 forms: intrinsic, extraneous, germane

Question 9

How do people learn?

Cognitive load theory

Answer 9

Intrinsic: amount of effort required of the learner, based on the complexity of the content

Question 10

How do people learn?

Cognitive load theory

Answer 10

Extraneous: effort required by the learners to make sense of content based on how is presented

Question 11

How do people learn?

Cognitive load theory

Answer 11

Germane: refers to the work that the learner puts into building a schema or mental model in the long term memory

Question 12

How do people learn?

Modality effect

Answer 12

Working memory process info through an auditory and visual channel.
It suggests that cognitive load is reduced when visual info is accompanied by auditory info as opposed to when it’s only visual

Question 13

Adult learning theory

Answer 13

Pedagogy: instructor is expert, responsible for all aspects of learning process, content centered motivation is external

Question 14

Adult learning theory

Answer 14

Andragogy: student and teachers are seen as equal. Learners have more control over how and when they learn.

Question 15

Adult learning theory

6 key assumptions

Answer 15

1) the need to know: purpose of training and how it affects

2) learners self concept: responsible grown up, don’t like taking directions
It’s critical to help learners identify their needs and direct their own experience

3) role of learner’s experience: adults can draw on their own life experience too make sense of new learning
4) readiness to learn: relevance to their needs will increase their readiness to learn
5) orientation to learning: understand the learners needs, adults are practical and willing to devote energy to learn which help them to perform and solve
6) motivation: internal motivators: job satisfaction, self esteem, quality of life

Question 16

Adult learning theory

Answer 16

Learner centered approach

Humanist psychology: we can’t teach another person directly: we can only facilitate his learning.

Question 17

Learner centered approach

Answer 17

Learners want to control what and how they learn

Learners can be trusted to develop their own potential

Learners should be encouraged to choose both type and direction of learning

Question 18

Learner centered approach

Answer 18

Facilitators role:

Establish initial climate by clarifying the purpose

Plan the widest possible range of resources to address needs

Limit lectures & incorporate activities that involve learners

Be prepared to show learners what’s in it for them

Build in time for open discussion

Create a welcoming and friendly environment

Prepare discussion questions that help the facilitator to be a guide

Question 19

Maslow hierarchy of needs

Answer 19

Level 1 - physiological needs
Level 2 - safety
Level 3 - belonging
Level 4 - esteem (recognized by others)
Level 5 - self actualization (need to excel)

Most jobs satisfy 4 levels

Question 20

Patricia Cross

2 Conceptual Frameworks for Adult Learning

Answer 20

1) chain of response: framework of adult participation in learning
Situational: schedule, location, mandatory vs voluntary
Personal: intelligence, life phase
Vocabulary

2) characteristics of adult learners:
Capitalize on participant’s experience
Maximum choice in what to learn

Question 21

Role of Neuroscience in Learning

Answer 21

3 filters help incorporate new knowledge, transfering it from working memory to long term

1) attention
2) meaning
3) emotions (creating positive environment)

Forgetting curve: test and quiz helps, summarize the lesson, spaced repetition

Specific goal helps for learning specific thing. Coaching & feedback help extra

Question 22

Bloom’s Taxonomy

Answer 22

Learning objectives into 3 domains

1) cognitive domain: knowledge, development of intellectual skills
2) psychomotor domain: skills, refers to the use of motor skills to accomplish a task
3) affective domain: attitude, refers to how people react to things emotionally

Question 23

Bloom’s Taxonomy

Answer 23

Level of learning into 6 levels of behavior

Remember
Understand 
Apply
Analyze
Evaluate 
Create

Question 24

Robert Gagne

5 Types of Learning

Answer 24

1) intellectual skills: concept, rules and procedures to perform a task
2) cognitive strategy: strategies employed by learners to take in, retain and apply

3) verbal info: info that they will to make
sense of new info

4) motor skills: carry out practical tasks or follow a procedure
5) attitude: bias or values that influence learners’ action towards something

Question 25

Robert Gagne

9 Events of Instruction

Answer 25

Preparation:

1) gain attention
2) inform learners of the objectives
3) stimulate recall of prior knowledge

Instruction & Practice:

4) present the stimulus
5) provide Learning guidance
6) elicit performance
7) provide feedback

Assessment & Transfer:

8) assess performance
9) enhance retention

Question 26

Mager’s Criterion Referenced Instruction Approach

Answer 26

Learning goal should be broken into a subset of smaller tasks or learning objectives

Using specific verbs as opposed to vague language when writing objectives

Measuring the ability of the learner to meet the specific criteria upon completion of learning

Question 27

Mager’s Criterion Referenced Instruction Approach

Answer 27

Components of behavioral objective

1) performance: specific, observable action, described using a verb
2) condition: describes the setting under which behavior is performed
3) criteria: describes the level of performance and should be stated by including an acceptable range of allowable answers

Using this approach, frame in explicit terms how a learner should be able to perform a task. Providing the criteria performance will help track the learners progress and measure success.

Question 28

Ebbinghaus Forgetting Curve

Answer 28

Stress, sleep, difficulty of content can affect the forgetting

Suggests use of mnemonics, repetition

Spaced Learning, recall opportunities

Classroom context, micro learning, coaching, gamification and follow up by supervisor

Question 29

Bandura Social Cognitive Theory

Answer 29

Parental modeling influence the behavior of children

This theory has prompted educators to incorporate modeling into their teaching because it helps learners to:

learn new patterns or behaviors (modeling effect)
Reduce existing patterns or behavior (inhibitory effect)

This theory is said to bridge behaviorism and cognitivism

Question 30

Foundational Learning Theories

Answer 30

Behaviorism

Focus on observable behavior
Learning experience with clear and observable objectives
Content and process broken down to achievable tasks

Learning happens when associations between stimuli and response are strengthened or weakened.

Shape behavior through reinforcement or punishment

Advantages: observable results, helping learners to acquire behavioral skills, ensures behavioral practice, establish objectives

Question 31

Foundational Learning Theories

Answer 31

Cognitivism

Focus on mental processes a learner goes through (perceive, think, remember, learn, solve etc)
Cognitivists argue that thinking affects behavior (understand rationale behind concepts)

Advantages:
Focus on thinking skills, emphasizes foundational knowledge
Believe in building a base of information, concepts and rules
Provides the rationale upon which action is based

Question 32

Foundational Learning Theories

Answer 32

Constructivism

Knowledge acquisitions through experience and interaction

Based on the belief that people learn only through experience

Learner centered approach (experiential learning, safe environment)

Learners are motivated to learn when they believe they can be successful.

Construct knowledge from assimilation and accommodation
Assimilation: incorporate a new experience into an already existing framework
Accommodation: process of reframing one’s mental beliefs of the external world allows for differences in learner background and experience, facilitator guidance

Advantages: discovery oriented, builds learner understanding with real world relevance