Friday, March 27, 2009

Tip #269: Save Interactivity for Complex Subjects

Last week, we discussed the fact that Edgar Dale's Cone of Experience has been misinterpreted to suggest a direct correlation between learner interactivity and learning retention. In fact, research has proven that doing is not always more efficient than seeing, and seeing is not always more effective than reading.

According to the findings published in Multimodal Learning Through Media: What the Research Says, there is a clear rationale for using multimedia in learning. However, although complex skill building benefits from interactive learning, basic skill building is better accomplished through non-interactive learning.

As it turns out, doing is not always more efficient than seeing. The reality is that for the novice student engaged in basic skill building, such as learning chemical symbols, individual learning through reading or simple drill and practice might be the optimal learning design. Yet, for a different learning objective- for instance, understanding the cause and effect of a specific chemical reaction- involving that same student in collaborative problem solving with fellow students through a simulation might be the most effective learning approach.

The researchers looked at the impact of multimodal learning in comparison to traditional single-mode learning. They found that the average student's scores on basic skills assessments increased by 21% when engaged in non-interactive multimodal learning (which includes using text with visuals, text with audio, or watching and listening to animations or lectures that effectively use visuals, etc.) in comparison to traditional, single-mode learning.

When that situation shifted from non-interactive to interactive multimedia learning (such as engagement in simulations, modeling, and real-world experiences, most often in collaborative teams or groups), results showed a much lower gain of 9% in comparison to traditional means.

With regard to complex skill building, the researchers found that the average student's scores on higher-order or transfer skills increased by 32% when engaged in interactive multimodal learning in comparison to traditional, single-mode learning.

When that situation shifted from interactive to non-interactive multimodal learning, results showed a lower (yet still significant) gain of 20% over traditional means. Based on this research, we can conclude that there has been a misplaced emphasis on interactive learning, particularly when it comes to teaching basic skills.

You may be wondering how this relates to Cognitive Load Theory.

The way our brains are wired severely limits our capacity to learn. Novice learners need to devote their working memory capacity (where thinking gets done) to building new schemas (memory structures in long-term memory that are the basis for expertise) and then automating them (so the automated knowledge or skills can be exercised with minimal or no resources from working memory). Adding interactivity to the mix actually results in design-induced extraneous load that wastes limited working memory capacity. Experienced learners already have the necessary schemas and automaticity, so in their case, interactivity adds a germane load that is beneficial to the learning process.

Next week, we will continue our discussion about multimodal learning by looking at the need to avoid too many inputs.

Wednesday, March 18, 2009

Tip #268: A Bogus Cone of Experience and Learning

In a recent Tip (#261), I made the bold statement that, despite the fact that questions have been raised about Edgar Dale's authorship of the Cone of Experience and Learning and the percentages assigned to the Cone, I still see it as a very effective graphic in just-in-time learning lessons.

I now know that Edgar Dale's Cone of Experience and Learning may be an effective graphic, but it is not an accurate graphic.

My good friend, Kathleen Cummings, ISIS Training, UW-Madison, has continually been a fantastic source of information about recent training developments. She sent me a link to an interview with Charles Fadel, Global Lead, Education, for Cisco Systems, Inc. Cisco is committed to finding the science that supports effective learning and retention. A key topic of the interview was the result of their research on multimodal learning. A key topic of the interview was the result of their research on multimodal learning. (You can find the interview with Elliott Masie at http://learningwiki.com/Charles+Fadel%3A+Multi-Modal+Learning+(High+Quality.)

To cut to the chase, the Cone of Experience and Learning as we know and love it (We remember: 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we see and hear, 70% of what we say, and 90% of what we say and do) is myth rather than real science. There is no research evidence to support the elements in the cone or the retention percentages assigned to those elements.

Apparently, Edgar Dale simply intended his Cone of Experience as a visual aid about audio-visual material. He wrote in Audio-Visual Methods in Teaching (New York: Dryden, 1954, page 42):

The cone...is merely a visual aid [original italics] in explaining the interrelationships of the various types of audio-visual materials, as well as their individual 'positions' in the learning process... The cone device, then, is a visual metaphor of learning experiences, in which the various types of audio-visual materials are arranged in the order of increasing abstractness as one proceeds from direct experience... Exhibits are nearer to the pinnacle of the cone not because they are more difficult than field trips, but only because they provide a more abstract experience. (An abstraction is not necessarily difficult. All words, whether used by little children or by mature adults, are abstractions.)

We would not even recognize his actual Cone of Experience! From top to bottom, it has eleven different layers: (1) Verbal Symbols; (2) Visual Symbols; (3) Recordings, Radio and Still Pictures; (4) Motion Pictures; (5) Educational Television; (6) Exhibits; (7) Study Trips; (8) Demonstrations; (9) Dramatized Experiences; (10) Contrived Experiences; and (11) Direct Purposeful Experiences.

Despite this, I still submit that the now infamous Cone of Experience and Learning is a very useful graphic when trying to convince non-training 'subject matter experts and managers that more interactive training methods are more effective than straight lecture with PowerPoint. (This admittedly reflects an 'ends justifies the means' philosophy.)

However, as trainers, you need to know that there are real issues with Edgar Dale's Cone of Learning that are directly tied to Cognitive Load Theory!! Imagine that!

If you don't believe the amazing coincidence between this topic and Cognitive Load Theory, you can Google to find the 24-page White Paper titled: Multimodal Learning Through Media: What the Research Says, which reports the research conducted by Metiri Group for Cisco. Or you can ask me to send you a copy of the White Paper. Or, you can just wait until I give you the abbreviated version in the upcoming Tips!

Next week, we will continue our discussion about multimodal learning by looking at the research-supported fact that doing is not always more efficient than seeing, and seeing is not always more effective than reading.

Wednesday, March 11, 2009

Tip #267: Creating a Learning Community #2

In a recent workshop, Wanda Sloan, HR Diversity/Staff Development Specialist at Blackhawk Technical College, asked an intriguing question: How can we create a learning community in a workshop? Our excellent group came up with five techniques that we have used. My task is to share them with you. (And I know if I forget something important, Shirley, David, Wanda or Anna will let me know!)

There are three simple ways to build and reinforce connections among learners. I call them simple because they don't require any real planning, preparation, or materials. We discussed these in last week's Tip.

There are two ways to build and reinforce connections among learners that are very colorful and require some planning, preparation, and materials. We'll discuss these in today's Tip.

The two more preparation-intensive techniques to create community include: (1) department connections and (2) interconnection collage.

(1) Department Connections. Concept: Knot together different colored strands of yarn. Pre-session preparation: Select a different color to represent each agency department, purchase yarn in these different colors, cut the yarn into 1-2 foot lengths, and place a strand of yarn relevant to the individual participant in each participant's workshop binder. For example, each participant who works in the Accounting Department might be given green yarn, while each participant who works in the Human Resources Department might be given yellow yarn.

Have the participants introduce themselves: their name, department, work title, one key responsibility- and how it relates to one of the other departments. After the first person speaks, someone from a different department should be next- indicating how his or her job interfaces (either directly or indirectly) with that of the preceding person- and tying his or her yarn to the first person's yarn. (This means that the participants will have to stand up and move together as they tie their pieces of yarn together.) Each multi-colored knot will indicate a departmental connection. The completed knotted yarn can be draped in the front of the training room as a visual reinforcement of the departmental connections.

Department Connections creates awareness of individual job interfaces between different departments.

(2) Interconnection Collage. Concept: Create a whole class paper collage. Pre-session preparation: Gather together pieces of construction paper, magazines with lots of pictures, enough scissors for each participant, colored pens or markers, and paste and/or tape. Decide whether the interconnection focus will be job-related or life-related. (If job-related, the collage will depict information reflecting department, work title, and key responsibilities, etc. If life-related, the collage will depict information reflecting more personal or social aspects of the individual's life, such as: place of birth, hobbies, most interesting thing they've done or place they've visited, etc.) Check the training room to select a wall big enough for the whole class collage.

At the beginning of the workshop, have each participant select a piece of paper. Tell the participants that their individual task is to create a collage that depicts the declared (job-related or life-related) focus using pictures, words and/or phrases cut out of the magazines. Make sure that they each have scissors to cut out what they want from the magazines. Indicate that they can arrange their magazine clippings in any way they choose, using the tape or paste to affix them onto their pieces of construction paper. Explain that they will use the collage to introduce themselves. Remind them to put their name somewhere on the page, because their individual collages will ultimately be taped together to make a class collage.

Have the first participant volunteer hold up his or her collage and give an introduction. Then have this person tape his or her collage on the wall. The next participant who volunteers to make an introduction should repeat this process. However, this next participant should tape his or her collage next to the first collage. Then, using a colored pen or marker, this second individual should draw arrows between items on the first collage that relate to items on his or her collage.

Each participant will repeat this process in turn, taping their collage next to one on the wall that is most related to theirs- and then drawing arrows between items on their collage and items on any of the other collages already taped to the wall.

When the activity is completed, there will be an entire wall collage criss-crossed with arrows that show all of the connections between the participants. A post-session reminder of their connections can be provided if a digital photo is taken of the wall collage and sent to the participants.

Interconnection Collage provides a visual representation of the different ways the participants connect with each other.

This concludes our discussion about how to create a learning community in a workshop. However, if you have other techniques that you have used, please write in and we'll print them in the next Tip.

Next week, we will begin a discussion about multi-modal learning.



Tuesday, March 10, 2009

Tip #266: Creating a Learning Community #1

In a recent workshop, Wanda Sloan, HR Diversity/Staff Development Specialist at Blackhawk Technical College, asked an intriguing question: How can we create a learning community in a workshop?Our excellent group came up with five techniques that we have used. My task is to share them with you. (And I know if I forget something important, Shirley, David, Wanda or Anna will let me know!)

There are three simple ways to build and reinforce connections among learners. I call them simple because they don't require any real planning, preparation, or materials. We'll discuss those in today's Tip.

There are two other ways that are very colorful and do require some planning, preparation, and materials. We'll discuss those in the next Tip.

The three simple ways to create community include: (1) common ground questions; (2) pair shares; and (3) job associations. We have previously discussed the first two techniques, so I will only give a brief synopsis and example for them. Please keep in mind that the intention of these techniques is to create both a psychological and physical sense of belonging among the participants.

(1) Common Ground Questions. At the very beginning of a workshop, you can prime the group to respond, get useful information, and create a sense of a learning community by asking inclusive questions related to the workshop content. The intention of common ground questions is to identify the participants' shared interests, experiences, or concerns.

For example, in a learning design workshop, you might ask: How many of you have ever designed a learning program? As you ask the question, you model raising your hand so the participants know how to signal their response.

You will want to continue to ask questions until everyone has ultimately raised their hand at least once. So, you might ask as a second question: How many of you need to design a learning program in the future? Given the workshop content, this question should give everyone an opportunity to raise their hands.

Common ground questions provide a general sense of belonging.

(2) Pair Shares. This is a good way to take advantage of the range of participant expertise on the workshop topic and to mix up the seating arrangements so people end up with folks they do not know. One of my favorite approaches is to ask: How many of you consider yourselves pretty seasoned (experienced, knowledgeable) in this topic area? Please think about something you wish someone had told you when you were first working in this area (using this technique, working with this equipment). Once you have that in mind, please stand up and walk to the left side of the room.

Then ask: How many of you consider yourselves less seasoned (pretty new, less experienced)? Please think about something you have always wanted to ask someone more seasoned (experienced, knowledgeable). Once you have that in mind, please stand up and walk to the right side of the room.

You then give the instruction for the two groups to walk toward the middle of the room, forming small groups of both seasoned and unseasoned folks. Give them time to discuss their tips and questions. Then tell them that this will be their new "expert" group for the day or for the morning, so they should move what is necessary so that they can sit together.

Pair shares create small learning communities.

(3) Job Associations. As each participant gives an introduction, make sure they include information about their job: the job title; the location of the job (division, department, company); and a brief general description of what they do in the job. After this description, other participants who perform work that relates to the speaker's job can speak up and describe their association.

Job associations create a sense of relationship that extends beyond the classroom.

Next week, we will continue our discussion about how to create a learning community in a workshop. If you have other techniques that you have used, please write in and we'll print them in the next Tip.



This week, we conclude our discussion about how to create a learning community in a workshop.