A learning organization is a place where people are continually discovering how they create their reality.

And how they can change it. Peter Senge

Learning Concept Map

Informal/Formal Learning Social Learning & Media Blended Learning

Active Learning Defined

Active learning involves the learning by being engaged in the instructional process by means of such activities as exploring, analyzing, communicating, creating, reflecting, or actually using new information or experiences Learner-Centered Principles Learners discover and construct meaning from information and experience based on their unique perceptions, thoughts and feelings. Learners link new knowledge to existing information in ways that make sense to them. Learners like challenges and are most creative when it is challenging and meets their individual needs. Learners also differ in their cultural backgrounds. Although the basic principles of learning apply to all learners regardless of these differences, trainers must take into account such differences between learners.

Andragogy

The Andragogic Learning Model recognizes several facets to learning The learning environment (planning, conducting, evaluating) is a mutual activity between learner and instructor. Evaluation leads to appraisal of needs and interests and therefore to the redesign of new learning activities. Activities are experimental, not "transmittal and absorption."

a) b)

Process of Learning
A climate for Active learning Learners want to learn . They encourage the learner to introduce past experiences into the process in order to reexamine that experience in the light of new data (Andragogic Learning Model) Develops reciprocity and cooperation among students. A structure for mutual planning Encourages contacts between students and Faculty.

c) a)

b) Learners like challenges c) The learning environment (planning, conducting, evaluating) is a mutual activity between learner and instructor (Andragogic Learning Model) Learners' needs, interests, and values a) Respects diverse talents and ways of learning b) Respects diverse talents and ways of learning Learners link new knowledge to existing information in ways that make sense to the learner c) They are problem centered rather than content centered (Andragogic Learning Model) Formulation of objectives a) Communicates high expectations. b) The climate of learning must be collaborative (instructor-to-learner and learner-to-learner) as opposed to authority-oriented (Andragogic Learning Model) Designs for learning a) Uses active learning techniques. b) Past Experience Matters. c) Activities are experimental, not "transmittal and absorption" (Andragogic Learning Model)

Carrying out the design a) Emphasizes time on task. b) More information doesn't necessarily mean more learning. c) The permit and encourage the active participation of the learner (Andragogic Learning Model) Mutual evaluation, leading to reappraisal and revision of the learning objectives a) Gives prompt feedback. b) Learners like positive reinforcement. c) Evaluation leads to appraisal of needs and interests and therefore to redesign and new learning activities (Andragogic Learning Model) The process of Learning Model

Preframing - the attitudes and beliefs that learners bring into a learning environment. Preframes come from other learners, supervisors, past experience, culture, etc. There are three general types of learning groups: informal learning, formal learning, and study teams (Johnson, Johnson, and Smith, 1991): Informal learning groups are "off the cuff" clustering of learners within a single class session, e.g. asking the learners to turn to a neighbor and spend two minutes discussing a question you have posed. These informal groups are formed to check on the learners' understanding of the material, to give them an opportunity to apply what they are learning, or to provide a change of pace.

Formal learning groups are established to complete a specific task, such as perform a lab experiment, write a report, carry out a project, or prepare a position paper. These groups may complete their work in a single class session or over several days. The learners work together until the task is finished.
Study teams are long-term groups with stable membership whose primary responsibility is to provide members with support, encouragement, and assistance in completing course requirements and assignments. Study teams also inform their members about lectures and assignments when someone has missed a session. The larger the class and the more complex the subject matter, the more valuable study teams can be.

Cooperative learning involves the more conventional notion of cooperation, in that learners work in small groups on an assigned project or problem under the guidance of the facilitator who monitors the groups, making sure the learners are staying on task and are coming up with the correct answers (if there is a right or a best answer). Collaborative learning is a more radical departure. It involves learners working together in small groups to develop their own answer through interaction and reaching consensus, not necessarily a known answer. Monitoring the groups or correcting "wrong" impressions is not the role of the facilitator since there is no authority on what the answer should be.

Learning and Affective Behaviors

It becomes important to affirm the learner's core values, such as moral, social, religious, family, political, etc. Learners who attend training in which their beliefs or values are supported are much more likely to "let down their guard" and accept the learning points.

"cheerleading"
Gather the groups back together and have them discuss their values or principles. Tape these values to the walls so that they may be used for further reminders. Discuss the concept of the difficulty of getting people to act safely.

Again, using small groups, have them discuss calculated risks (unsafe acts) that they have performed. Next, have them confront the inappropriate behaviors by asking why we take these risks when they might clash with our core values and principles. Gather them back together and using their input, extract the central themes of their discussions. Have them brainstorm some activities or solutions that they can use in their workplace to make it a safer place. Arousal and Performance Arousal is a major aspect of many learning theories and is closely related to other concepts such as anxiety, attention, agitation, stress, and motivation.

Anxiety and Arousal Reality anxiety - the fear of a real danger in the external world that alerts the ego to danger. Neurotic anxiety - the fear that one's inner impulses cannot be controlled (id). Moral anxiety - the fear of the retributions of one's own conscience (superego). The Learning Zone Each task has an optimal level of arousal and the level of arousal includes anxiety, attention, agitation, stress, and motivation. The trainer's job is to help each learner reach their optimal level of arousal so that their focus is totally on the task to be learned. Learning with Artifacts Knowledge often comes to us via transcribed content or artifacts, which is derived from other's knowledge. These are facts, concepts, processes, procedures, and principles (Clark & Chopeta, 2004). Content There are five primary types of content (artifacts of knowledge): facts, concepts, processes, procedures, and principles (Clark, Mayer, 2007):

Facts Specific and unique data or instance. Concepts A class of items, words, or ideas that are known by a common name, includes multiple specific examples, shares common features. There are two types of concepts: concrete and abstract. Processes A flow of events or activities that describe how things work rather than how to do things. There are normally two types: business processes that describe work flows and technical processes that describe how things work in equipment or nature. They can be thought of as the big picture, of how something works. Procedures A series of step-by-step actions and decisions that result in the achievement of a task. There are two types of actions: linear and branched. Principles Guidelines, rules, and parameters that govern. It includes not only what should be done, but also what should not be done. Principles allow one to make predictions and draw implications. Given an effect, one can infer the cause of a phenomena. Principles are the basic building blocks of causal models or theoretical models (theories).

Knowledge Creation Spirial Theses artifacts (content) are in turn, used in the knowledge creation process to create two types of knowledge: declarative and procedural.

Declarative Knowledge Declarative models refers to representations of objects and events and how these knowledge and events are related to other objects and events. They focus on the why rather than the how. It allows us to think and talk about the world. Declarative models include propositions and schemata. Propositions propositions that consist of a predicate or relationship and at least one argument, such as water is liquid or computers are dumb. A predicate can be more detailed, such as Sally is reading a book (Sally is the subject, book is the object, and read is the predicate).

Cognitive Schemata These are often abstract or general nature that allow us to classify objects or events as belonging to a particular class and to reason about them. Schemata are composed of conceptional knowledge, plan-like knowledge, and causal knowledge. Conceptional Knowledge Concepts enable a person to identify or classify particular instances (concrete object or event) as belonging to a particular class. Plan-Like Knowledge (Scripts) These are simple schemata that describe how goals are related in time or space. They allow us to understand events and organize functions and actions. Plans are often referred to as scripts (or simple procedures) because they represent routine sequences of events. Causal Knowledge Causal knowledge are complex schemata that link principles and concepts with each other to form cause-effect relationships. They allow us to interpret events, give explanations, and make predictions.

Procedural knowledge Procedural knowledge emphasizes hierarchical or information processing approaches based upon productions. A combination of productions create production systems. Productions Productions are the building blocks of procedural knowledge and are composed of a condition and an action or IF and THEN statement. For example, IF the light is red, THEN stop .

Blended Learning
Blended Learning can combine the positive aspects of the two learning environments, classroom-based learning and eLearning

Bloom's Taxonomy of Learning Domains

The Three Types of Learning Cognitive: mental skills (Knowledge) Affective: growth in feelings or emotional areas (Attitude) Psychomotor: manual or physical skills (Skills)

Cognitive Domain This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. Affective Domain This includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. Psychomotor Domain This includes physical movement, coordination, and use of the motor-skill areas. Bloom's Revised Taxonomy

Introduction to Competencies an underlying characteristic of a person which results in effective and/or superior performance on the job. Competencies Attributes > Competencies > Performance Outcomes

Attitudes & Competencies For example, I consider bicycle riding as one as my personal competencies. While serving in the Army, there was a six year period where I never came near a bicycle. Yet, when I returned to riding, I rode as if I never missed a day. A competency is a skill buried deep within you, and it takes an extremely long period for it to weaken significantly or turn into a liability.
Capability Model

Individual Attributes are composed of: General Cognitive Ability This can be thought of as intelligence, which is linked to biology, rather than experience [1]. While the Army conducts general entrance exams to measure the intelligence levels of new recruits. Crystallized Cognitive Ability This is the intellectual ability that is learned or acquired over time. It is composed of the ideas and mental abilities that we learn through experience. Motivation This is the performer's willingness to tackle problems, exert their influence, and advance the overall human good and value of the organization. Personality These are any characteristics that help the performers to cope with complex organizational situations. Competencies are the heart of the model: Problem-Solving Skills These are the performers' creative abilities to solve unusual and normally ill-defined organizational problems. Social Judgement Skills This is the capacity to understand people and social systems. They enable the performers to work with each other. Knowledge This is the accumulation of information and the mental structures used to organize that information (schema). Knowledge results from developing an assortment of complex schemata for learning and organizing data (knowledge structure).

Outcomes Outcomes refers to the degree that the person has successfully performed his or her duties. Informal/Formal Learning Social Learning & Media Blended Learning Learning Design Architecture: determines the "depth" of the learning Content Types determines directional "flow" Delivery Elements: determines the "interface" Media: defines "how" the program will be delivered (channel) Approach: Defines how the learner will "search" through the content Presentation: defines the "starting point" or abstraction Learner Experience: determines the "means" by which the student learns

Learning and the Environment Divided into two groups, that compose a learning environment: Content Types: Linear-Starting the car by fastening seat belt, inserting and turning the key, putting it in drive, etc. Cyclical - Starting and stopping. Telling someone to make the car move by stepping on the gas and make it stop by pressing the brake pedal is linear, but having them actually learn by doing is cyclical in that it requires muscle memory. System - Driving the car under real conditions so that you have the various interactions of law, other drivers (both bad and good), weather conditions, maneuvering the car, and navigating. Delivery Elements: Pedagogical: testing the learners on rules of the road Game: Using an arcade driving game to teach the learners how to steer Simulation: Driving a car in a mock-up or simulated driving course

Learning Methodology: Providing a Learning Environment There are four learning design architectures: Receptive: absorbing information Directive: frequent responses coupled with feedback (behavioral roots) Guided Discovery: active constructive process mediated by problem solving Exploratory: finding and processing information The four architectures help us to learn by various experiences: Absorbing (read, hear, feel) Doing (activity) Interacting (socialize) Reflecting There are two main methods for presenting instructional content: Deductive: having the learners work from general information to examples Inductive:giving the learners examples to abstract

There are two main approaches for helping the learners to learn: Inquisitory: having the learners find examples or general information Expository: explicitly giving examples and general information

Creating Learning Activities (Doing) Examples of learning activities: Fishbowls Two-Dimensional Performance Modeling Using matched example/non-example pairs - Positive Reinforcement Role Play - Counseling Surveys/Questioners Leadership Self Assessment Leadership Style Survey Teamwork Survey Icebreakers Learning by Absorbing observing and reflecting forming concepts (models, frameworks, generalizations) testing in new situations gaining experience

Development There are two main methods for presenting the instructional content to learners (Merrienboer, 1997): Deductive - having the learners work from general information to examples Inductive - giving the learners examples to abstract In addition, there are two main approaches for helping the learners to learn: Inquisitory - having the learners find examples or general information Expository - explicitly giving examples and general information. four basic instructional strategies: Deductive-inquisitory: present general information and have the learners find and produce examples Deductive-expository: present general information and then present some examples Inductive-inquisitory: present examples and then have the learners abstract the general information Inductive-expository: present examples and then present the general information

Learning by Doing Doing is an activity that involves either manipulating information mentally or physically manipulating an object. The mental manipulation of information differs from reflection in that it normally involves a planned exercise or activity, where as reflection is more a free-form activity that normally involves a lot of what ifs.

Critical Reflection the process of analyzing, reconsidering and questioning experiences within a broad context of issues Assumption analysis- It involves thinking in such a manner that it challenges our beliefs, values, cultural practices, and social structures in order to assess their impact on our daily proceedings. Contextual awareness- Realizing that our assumptions are socially and personally created in a specific historical and cultural context. Imaginative speculation- Imagining alternative ways of thinking about phenomena in order to provide an opportunity to challenge our prevailing ways of knowing and acting. Reflective skepticism- It is the ability to think about a subject so that the available evidence from that subject's field is suspended or temporarily rejected in order to establish the truth or viability of a proposition or action.

Encouraging Reflection "reflection is useful in the learning process, even without the supporting research data. variables are grouped into three main characteristics: Learner Environmental Reflection Task Fostering Reflection

four activites that in in the process of reflection: Action Research Projects Case and cultural studies Practical experiences Structured curriculum tasks: Reading fiction and non-fiction Oral interviews Writing tasks such as narratives, biographies, reflective essays, and keeping journals.

Learning by Interacting "Interacting" within the absorbing, doing, interaction, reflection framework means interacting with others, rather than interacting with a object. For example, discussing a problem with others rather than operating a forklift. Learning by Absorbing

observing and reflecting forming concepts (models, frameworks, generalizations) testing in new situations gaining experience
Learning Through Reflection We learn by experiences that allow us to (Wertenbroch & Nabeth, 2000): Absorb (read, hear, feel) Do (activity) Interact (socialize) Feedback Providing probes may cause the learner to continue to think about the topic, such as: "Have you thought about how a skilled operator might do this?" "But how much does safety really get compromised when you don't use safety shoes?"

ISD was originally built for large training projects: if you have a large project or several designers working on a project, then this is probably one of the best choices for keeping everyone on track and within budget.

Needs Analysis Analysis ensures movement from ambiguity to the heart of the matter. - Robert Mager. The first analysis should answer at least two main questions for the training professional when confronted with a potential training problem: Is training the answer or is there a better performance solution? What will be the result of fixing this problem and will the expended resources be worth the effort?

Analysis analysis should tell you something about the subject or task that needs to be trained and it should tell you something about the learners. For example, the performer is given a case problem and asked, What would you do first? The analyst then might ask what it was in the problem situation that prompted that action. The goal is to discover what parts of the problem prompts the performer to take a specific action.

Design This is where the blueprint is developed. Ruth Clark proposed four main design architectures: Receptive: absorbing information Directive: frequent responses coupled with feedback (behavioral roots) Guided Discovery: active constructive process mediated by problem solving Exploratory: finding and processing information

Defining eLearning The market for corporate interactive distance learning now known as 'e-learning,' has boomed along with the growth in the Internet and corporate intranets.

Three Schools of Learning Styles Perceptual Modality is a biologically-based reaction to the physical environment. It refers to the primary way our bodies take in information, such as auditory, visual, smell, kinesthetic, and tactile. Information Processing distinguishes between the way we think, solve problems, and remember. This may be thought of as the way our brain processes information. Personality Models are the way we interact with our surroundings. Each of us has a preferred, consistent, distinct way of perceiving, organizing, and retaining information.

Kolb's Learning Styles and Experiential Learning Model Learning is the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping experience and transforming it. Kolb

Processing Continuum: Our approach to a task, such as preferring to learn by doing or watching. Perception Continuum: Our emotional response, such as preferring to learn by thinking or feeling. The Learning Cycle

Concrete experience (feeling): Learning from specific experiences and relating to people. Sensitive to other's feelings. Reflective observation (watching): Observing before making a judgment by viewing the environment from different perspectives. Looks for the meaning of things. Abstract conceptualization (thinking): Logical analysis of ideas and acting on intellectual understanding of a situation. Active experimentation (doing): Ability to get things done by influencing people and events through action. Includes risktaking.

EXAMPLE- Learning to ride a bicycle: Reflective observation - Thinking about riding and watching another person ride a bike. Abstract conceptualization - Understanding the theory and having a clear grasp of the biking concept. Concrete experience - Receiving practical tips and techniques from a biking expert. Active experimentation - Leaping on the bike and have a go at it.

Kolb's Learning Styles

Diverging (concrete, reflective) - Emphasizes the innovative and imaginative approach to doing things. Views concrete situations from many perspectives and adapts by observation rather than by action. Interested in people and tends to be feeling-oriented. Likes such activities as cooperative groups and brainstorming. Assimilating (abstract, reflective) - Pulls a number of different observations and thoughts into an integrated whole. Likes to reason inductively and create models and theories. Likes to design projects and experiments. Converging (abstract, active)- Emphasizes the practical application of ideas and solving problems. Likes decisionmaking, problem-solving, and the practical application of ideas. Prefers technical problems over interpersonal issues. Accommodating (concrete, active) - Uses trial and error rather than thought and reflection. Good at adapting to changing circumstances; solves problems in an intuitive, trial-and-error manner, such as discovery learning. Also tends to be at ease with people.

Carl Jung and Myers Briggs Type Indicator 1. Extroversion (E) versus Introversion (I) a) Introverts find energy in the inner world of ideas, concepts, and abstractions They want to understand the world; they concentrate and tend to be reflective thinkers. They think more than talk. b) Extroverts find energy in things and people. They prefer interaction with others, and tend to be action-oriented. They also tend to think on their feet. They talk more than listen Extroverted learners learn by teaching others Problem Based Learning and Collaborative Learning are good teaching techniques for this group. 2. Sensing (S) versus iNtuition (N) Sensing people choose to rely on their five senses. They are detail-oriented, they want facts, and they trust them. Sensing learners prefer organized, linear, and structured lectures (systematic instruction or step-by-step learning). Intuitive people seek out patterns and relationships among the facts they have gathered.

Intuitive learners prefer various forms of discovery learning and must have the big picture (metaphors and analogies), or an integrating framework in order to understand a subject. They like concept maps or and often compare and contrast tables. 3. Thinking (T) versus Feeling (F) Thinkers decide things impersonally based on analysis, logic, and principle. Thinking learners prefer clear goal and objectives. They want to see precise, action-oriented cognitive, affective and psychomotor objective. They also want to know what they have to do to learn the material.

Feelers value harmony by focusing on human values. They focus on human values and needs as they make decisions or arrive at judgments. They tend to be good at persuasion and facilitating differences among group members. They value empathy and harmony. Feeling learners enjoy the small group exercises, especially harmonious groups.

4. Judging (J) versus Perceiving (P) Judging people are decisive, self-starters and selfregimented. They also focus on completing the task, knowing the essentials, and they take action quickly. Judging learners need tools that help them to plan their work and work their plan. They want guides that give quick tips. They can be encouraged by offering selfimprovement. Perceptive learners are curious, adaptable, and spontaneous. They start many tasks, want to know everything about each task, and often find it difficult to complete a task Perceptive learners often postpone doing an assignment until the last minute. They are not lazy; they are merely seeking information up to the very last minute.

MBTI Model The MBTI model would have two dimensions - height and width

The depth (third dimension) of Extroversion/Introversion (EI) would be Judging/Perceptive (JP). This might be thought of as how much time (JP) we are willing to stick to a task (EI) rather it be actively engaging in it or reflecting on it. The depth (third dimension) of Feeling/Thinking (FT) would be Sensing/iNtuition (SN). This might be thought of as using our various senses, to include our "sixth sense" (SN) when thinking or feeling (FT) about a subject. Howard Gardner's Multiple Intelligences Two kinds of intelligence: verbal/linguistic and logical/mathematical. Verbal Linguistic intelligence- Use activities that involve hearing, listening, impromptu or formal speaking, tongue twisters, humor, oral or silent reading, documentation, creative writing, spelling, journal, poetry.

Logical-mathematical intelligence-Use activities that involve abstract symbols/formulas, outlining, graphic organizers, numeric sequences, calculation, deciphering codes, problem solving. Musical intelligence-Use activities that involve audio tape, music recitals, singing on key, whistling, humming, environmental sounds, percussion vibrations, rhythmic patterns, music composition, tonal patterns. Spatial intelligence-Use activities that involve art, pictures, sculpture, drawings, doodling, mind mapping, patterns/designs, color schemes, active imagination, imagery, block building. Bodily Kinesthetic intelligence-Use activities that involve role playing, physical gestures, drama, inventing, ball passing, sports games, physical exercise, body language, dancing. Interpersonal intelligence-Use activities that involve group projects, division of labor, sensing others' motives, receiving/giving feedback, collaboration skills.

Intrapersonal intelligence-Use activities that involve emotional processing, silent reflection methods, thinking strategies, concentration skills, higher order reasoning, "centering" practices, meta-cognitive techniques. Naturalist-Use activities that involve bringing the outdoors into the class, relating to the natural world, charting, mapping changes, observing wildlife, keeping journals or logs. Visual, Auditory, and Kinesthetic Learning Styles (VAK) The VAK learning style uses the three main sensory receivers: Visual, Auditory, and Kinesthetic (movement) to determine the dominant learning style. It is sometimes known as VAKT (Visual, Auditory, Kinesthetic, & Tactile). It is based on modalitieschannels by which human expression can take place and is composed of a combination of perception and memory. Auditory learners often talk to themselves. They also may move their lips and read out loud.

Visual learners have two sub-channelslinguistic and spatial. Learners who are visual-linguistic like to learn through written language, such as reading and writing tasks. Learners who are visual-spatial usually have difficulty with the written language and do better with charts, demonstrations, videos, and other visual materials. Kinesthetic learners do best while touching and moving. It also has two sub-channels: kinesthetic (movement) and tactile (touch). They typically use color high lighters and take notes by drawing pictures, diagrams, or doodling

 Instructional

Design Media, Strategies, &

Methods

For example, showing an engine with labels naming each of the parts is probably more preferable than a long audible file explaining a car and its various parts.