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Contents

A Context for Performance (Results) Based Training

1. Embracing evaluation
2. Information is not Instruction!
3. Blended Learning vs. Blundered Training
4. web site: The Encyclopedia of Educational Technology

Learner-Centered Delivery Skills and Systems

1. Practice Makes Performance
2. Certified Performance Technologist
3. Know thy learner: The importance of context in e-learning design
4. web site: Big Dog's Bowl of Biscuits

Delivery Skills that Facilitate Performance

1. E-Learning 101: Tips to make e-learning stick
2. Applying Cognitive Strategies to Instructional Design
3. web site: William Horton Consulting
4. web site: The MASIE Center

The Importance of Feedback, Reinforcement, and Motivational Incentives

1. The Ten Ironies of Motivation
2. Instructional Design: Does it really matter?
3. web site: Thiagi.com
4. web site: The Bob Pike Group

Using Media-Based Delivery Systems

1. Designing web-based telemedicine training for military health care providers
2. Evaluating WBT: Seven lessons from the field
3. web site: United States Distance Learning Association
4. web site: ElementK

Selecting Methods That Compliment Delivery Systems

1. When Choosing Training, the Medium Depends on the Message
2. Re-Visioning Instructional Design
3. web site: The Training Oasis
4. web site: The eLearning Guild

Evaluation Related to Training Delivery Systems

1. Challenges inherent in designing any evaluation
2. Selecting and implementing computer-based training
3. Does the delivery method matter?
4. Training for the long run

Emerging Trends in Instructional Delivery Systems

1. Online distance education - "anytime, anywhere" but not for everyone
2. The brave new world of eLearning
3. web site: IACET.com
4. web site: FastCompany.com

References

 

Learner-Centered Delivery Systems and Skills

Practice Makes Performance

Brenda Sugrue (2001) tells Learning Circuits how "Research has identified three stages of skill acquisition or learning: the cognitive stage, the associative stage, and the autonomous stage" (2001, ¶ 5). In the cognitive state, information is presented and learners store the material as part of tasks or skills. The associative stage enables the learner to take the information and apply it to specific situations. It also is a time for learners to identify and correct errors, beginning the process of internalizing the information. The final stage--autonomous has learners practicing the information, building a scaffolding supporting the material.

Distance learning, both synchronous and asynchronous often forgets to include activities that enable learners to internalize the material into their cognitive horizon. Distance learning, that is, learning occurring at a distance of either time or space, is often little more than linear modules with PowerPoint slides and simple quizzes. It has become a tool to present information-based learning rather that performance-based learning. Distance learning lacks the "tracking and analysis of performance patterns, diagnosis of misconceptions and faulty reasoning, and individualized feedback or coaching" (2001, ¶2) that is needed to promote the transfer of performance-based learning.

Sugrue states that information-based e-learning often only supports the cognitive leg of learning. While can include practice such as simulations and coaching for the associative leg, it rarely does. For learning to support the autonomous stage, unlimited practice under different contexts must be possible. Additionally, detailed analysis and feedback from a trainer/facilitator are also vital.

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Sugrue, B., (2001). Practice makes performance. Learning Circuits. Retrieved April 21, 2003 from: http://www.learningcircuits.org/2001/oct2001/sugrue.html

 

© Copyright 2003 | Something Graphic | 20 November, 2003

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