Donald Taylor Webinar: Stimulating learning with content variety
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In today’s business world, we are all challenged with engaging learners who face a multitude of distractions and stimuli—social media, videos, and more, 24 hours a day, seven days a week. So, how do you ensure your learners stay engaged throughout the learning process? Use training in various formats and visual presentations to stimulate your learners and engage them in a more modern way. View the slides to see the following: -Inhibitors which impact learning by the corporate learner -Today’s trends in content variety and format -Ways you can efficiently create elearning while optimizing engagement
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Donald Taylor Webinar: Stimulating learning with content variety
- 1. #OpenSesame Stimulating learning with content variety Donald H Taylor, Chairman, Learning and Performance Institute DonaldHTaylor
- 2. #OpenSesame Today - What we pay attention to. - How that helps us learn. - Lessons for L&D in designing, commissioning and purchasing learning content. Image: Dick Sijtsma
- 3. #OpenSesame Today - What we pay attention to. - How that helps us learn. - Lessons for L&D in designing, commissioning and purchasing learning content. Image: Dick Sijtsma
- 4. #OpenSesame Today 1. The mind, attention and learning 2. The context effect 3. The implications for learning content Attention, retention and differentiation in learning content by Donald H Taylor White Paper
- 5. #OpenSesame The mind, attention and learning 1
- 6. What do we pay attention to, and why? Question
- 7. #OpenSesameLion by Pauline Guilmot
- 8. #OpenSesame “for more than 99 percent of our evolutionary history, we lived as foragers … on a camping trip that never ends, but one without Swiss Army knives and freeze- dried pasta.” Steven Pinker The brain’s versatile toolbox, 1997 Why we pay attention Image: Wikipedia
- 9. #OpenSesame We are wired to spot change
- 10. #OpenSesame We are wired to people Attention, retention and differentiation in learning content by Donald H Taylor White Paper
- 12. #OpenSesame Attention We instinctively pay attention to • Threat/shock • People • Movement • Change
- 13. #OpenSesame Attention and its implications for L&D We instinctively pay attention to • Threat/shock – personal relevance is key • People – tell stories, ask questions, use faces • Movement – part of the appeal of video • Change – use change and variation for emphasis
- 14. #OpenSesame Attention and learning – the savannah mind • What we pay attention to, we usually learn from: – Threat/shock – People – Movement – Change • … especially when repeated.
- 15. #OpenSesame Attention and learning – deliberate learning • Slow transfer from working into long-term memory
- 16. #OpenSesame Attention and learning – deliberate learning • Slow transfer from working into long-term memory Hermann Ebbinghaus 1850 - 1909
- 17. #OpenSesame Who’s in charge? After Jonathan Haidt Image: Javi Sanchez
- 18. #OpenSesame Who’s in charge? After Jonathan Haidt I’m in charge Mmm … nice water. I’ll walk in and drink some. Image: Javi Sanchez
- 19. #OpenSesame Attention and learning – use the savannah mind deliberately • We learn from experience, especially through: – Threat/shock – People – Movement – Change • ... especially when repeated.
- 20. #OpenSesame Attention and learning – use the savannah mind deliberately • We learn from experience, especially through: – Threat/shock – People – Movement – Change • ... especially when repeated. • ... especially when repeated in different contexts.
- 22. #OpenSesame Novely and attention Brain Rules By John Medina How the Brain Learns by David A Sousa “novel stimuli – the unusual, unpredictable, or distinctive – are powerful ways to harness attention.” “an environment that contains mainly predictable or repeated stimuli … lowers the brain’s interest in the outside world, and tempts it to turn within for novel sensations.”
- 23. How do you use novelty, change, variety in your current learning content? Question
- 24. #OpenSesame Godden & Baddeley, 1975 • Context-dependent effect • Learn word lists
- 25. #OpenSesame Godden & Baddeley, 1975 • Context-dependent effect • Learn word lists Image: Ian Hamilton
- 26. #OpenSesame Godden & Baddeley, 1975 • Context-dependent effect • Learn word lists Learning Recall Land Water Land ? ? Water ? ? Image: Ian Hamilton
- 27. #OpenSesame Godden & Baddeley, 1975 • Context-dependent effect • Learn word lists Learning Recall Land Water Land 13.5 8.4 Water 8.6 11.4 Image: Ian Hamilton
- 28. #OpenSesame The value of context in learning in nature Image: ACU Photos
- 29. #OpenSesame Smith, Bjork and Glendale, 1978: “The variation effect” Messy basement Well lit, tidy room.
- 30. #OpenSesame Smith, Bjork and Glendale, 1978: “The variation effect” Two different rooms, two study sessions. A test in a different, third room. Who recalls better? Two sessions in the same room or two sessions in two different rooms?
- 31. #OpenSesame Jambo Jambo Jambo Jambo Jambo Jambo Jambo Jambo Jambo Jambo Smith, 2010: visual variation online Two groups have 20 Swahili words to learn. Each group has 5 sessions of 10 minutes. Each sees the words against a silent video. For Group A the background is unvaried. For Group B the background varies each session. Group A Group B
- 32. #OpenSesame Jambo Jambo Jambo Jambo Jambo Jambo Jambo Jambo Jambo Jambo Smith, 2010: visual variation online Two groups have 20 Swahili words to learn. Each group has 5 sessions of 10 minutes. Each sees the words against a silent video. For Group A the background is unvaried. For Group B the background varies each session. Who learns more? Group A Group B
- 33. #OpenSesame Jambo Jambo Jambo Jambo Jambo Jambo Jambo Jambo Jambo Jambo Smith, 2010: visual variation online Group A 9-10 words Group A Group B Group B 16 words
- 35. Is it important that learning content looks appealing? And if so, why? Question
- 36. #OpenSesame Function before beauty r=0.84 Image: GoodPractice
- 37. #OpenSesame Function before beauty r=0.31 Image: GoodPractice
- 38. #OpenSesame Low production values does not mean low quality Ian Slater, PII, Learning Technologies, 2016
- 39. #OpenSesame Variations in learning content
- 40. #OpenSesame Today - What we pay attention to. - How that helps us learn. - Lessons for L&D in designing, commissioning and purchasing learning content. Image: Dick Sijtsma
- 41. #OpenSesame Summary • Learning is our greatest tool for survival • We learn naturally, unconsciously via repeated experience • We learn slowly by deliberate learning • Learning demands our attention and (often) our effort • To ease this, work with our natural ways of learning • This includes using the often overlooked role of context
- 42. #OpenSesame Summary • Learning is our greatest tool for survival • We learn naturally, unconsciously via repeated experience • We learn slowly by deliberate learning • Learning demands our attention and (often) our effort • To ease this, work with our natural ways of learning • This includes using the often overlooked role of context
- 43. #OpenSesame Context: 3 action points • Choose useful, relevant content • Ensure content presentation varies • Do not waste time trying to impose uniformity
- 44. #OpenSesame Stimulating learning with content variety Donald H Taylor, Chairman, Learning and Performance Institute DonaldHTaylor
Editor's Notes
- https://www.flickr.com/photos/dick-sijtsma/5016687147/
- https://www.flickr.com/photos/dick-sijtsma/5016687147/
- Option 1
- https://www.flickr.com/photos/paulineguilmot/14434802321/
- https://en.wikipedia.org/wiki/Steven_Pinker
- https://www.reddit.com/r/mildlyinteresting/comments/5s1ff1/the_shadow_from_my_towel_rack_looks_like_donald/ farllen
- Denis Farmer video, phenomenon of pareidolia https://www.youtube.com/watch?v=Nosa8fiado4#t=1m15s
- https://www.flickr.com/photos/javisanchezphotos/26249360940/ The mind is divided in many ways, but the division that really matters is between conscious/reasoned processes and automatic/implicit processes. These two parts are like a rider on the back of an elephant. The rider’s inability to control the elephant by force explains many puzzles about our mental life, particularly why we have such trouble with weakness of will. Haidt, J. (2006). The happiness hypothesis: Finding modern truth in ancient wisdom. New York, Basic Books. Sometimes you have to go form working to long term memory. If you want to remember somebody’s name at a party it takes work – You can try to do that with learning, but it’s going to demand a lot of work form your learners Better to help them by working with whatthey already have – entice the elepha So weneed to trick the conscious rider to thinking he’s in charge when in fact we’re appealing to the elephant to make the conscious effort easier
- https://www.flickr.com/photos/javisanchezphotos/26249360940/ The mind is divided in many ways, but the division that really matters is between conscious/reasoned processes and automatic/implicit processes. These two parts are like a rider on the back of an elephant. The rider’s inability to control the elephant by force explains many puzzles about our mental life, particularly why we have such trouble with weakness of will. Haidt, J. (2006). The happiness hypothesis: Finding modern truth in ancient wisdom. New York, Basic Books.
- Context-dependent effects BJP 55(3) 325-31
- Context-dependent effects BJP 55(3) 325-31
- https://www.flickr.com/photos/waussie/3094980984/ Ian Hamilton
- Context-dependent effects BJP 55(3) 325-31 https://www.flickr.com/photos/waussie/3094980984/ Ian Hamilton
- https://www.flickr.com/photos/60744941 ACU International
- Option 3
- "Google it: The secret online lives of UK managers" Retrieved 13 February, 2017, from http://www.goodpractice.com/ld-resources/google-it-the-secret-online-lives-of-uk-managers/
- "Google it: The secret online lives of UK managers" Retrieved 13 February, 2017, from http://www.goodpractice.com/ld-resources/google-it-the-secret-online-lives-of-uk-managers/
- https://www.youtube.com/watch?v=U28_ewCDbyw&t=303s
- https://www.flickr.com/photos/dick-sijtsma/5016687147/