How To Get Your Learners to Remember More

“Problem-solving scenarios help develop thinking skills that can be transferred to the real world.” That says it all. So many courses are not really focused on transfer.

I’m not sure what you mean by “real-world context.” It’s easy to envision this for a subject like financial planning, but what if you’re teaching Shakespeare, Western Civilization, or comparative economic theory? Of course an exam question is always a “real-world application,” but this is not the same as applying the information in a “workplace context.”

tom

Good question. Most of the blog audience is on the corporate side of things. In a k12/higher ed environment, I think the ideas around cognitive load are the same (of course my explanation is very simple) when presenting information.

Instead of a real-world context, perhaps the goal is to create a rubric that identifies an adequate level of understanding and then create a means for the student to demonstrate that. For example, answering a test question is one level of understanding. Pulling “truths” from Shakespeare and applying it to current events demonstrates a different level.

Brian

Building on prior knowledge would require that you identify where your learner is as far as their prior knowledge. What is the best way to determine where a learner is currently at in the “prior knowledge” on the subject matter?

Once you determine where the learner is at, would you recommend creating a series of small e-learning courses that continue to build on each other?

Thanks for the comments. Nice article.

tom

Good question, Brian. In the post, we’re looking at cognitive load, so it’s more a matter of how the brain is quickly processing information. Prior knowledge could be related to knowledge prior to the course or knowledge gained in the course. Ideally, you’re providing new information and building on it to strengthen the learner’s understanding. This could mean that you tap into the learner’s work environment or you build on ideas in your course.

A few years ago I built a course that was basically a fancy flow chart of an department’s work process. I always started at the front of the flow and would provide another piece in each section. When I got to a new section, I reinforced what I covered and provided yet more info.

In about 20 minutes a brand new employee could give you a detailed overview of the department’s work flow which helped with prioritizing work. As a comparison, prior to the training, it took employees about 6 months to understand the work flow because of the way they were trained.

Kathy

Hello!

Thank you for this terrific resource. I’ve added your Feed to my web site about Ecourse Management at http://www.ecoursemanagement.com

Kathy

Anitha

Hi,

Cognitive load is defined as the load on the human mind brought in while doing an e-learning course or any learning.

Cognitive = Intrinsic load + Germane load + Extrinsic load

Intrinsic load – is the intensity of the course or objective. For example, the intrinsic load for a course on how to launch a rocket is much higher than for a course on adding two numbers.

Germane load – is the load brought about by techniques you use to enhance learning, for example using quick checks with feedback, quizes,interactivity, or a simulated environment.

Extrinsic load – is the load brought in by distracting animation, background music, edutainment etc

Any person who develops a course has to focus on

Balancing Intrinsic Load
Maximizing Germane load and
Minimizing Extrinsic Load

Maybe we can discuss some techniques to achieve each of these load balances 🙂

-Anitha

Taxoof

I just received my first e-mail. What a pleasant surprise! Finally, someone that can explain things simply and logically.

I am a, self-taught, trainer, mostly computer skills taught in a classroom. What a refreshing surprise, reading a down to earth article that very nicely explained something that most folks can only explain with a bunch of technical words!

Your comments in regards to making the training relevant and that builds on existing knowledge is right on the money in my mind. I can appreciate how difficult it is to create training that is relevant and builds on existing knowledge, it is hard to know what they already know and what is relevant to them when my job and experiences are so different than theirs. Here are a few tricks that I use to help:

With computer training-I develop online classes based on the types of requests I get for help and comments I receive when conducting needs assessments or informal surveys. Example: My TB department needed to set up a mail merge for various letters (different results in English and Spanish). After assisting them, I created an online class that showed how to set up a mail merge to send appointment reminder letters out to clients (generic but still relevant). When teaching simple formulas in Excel, I teach folks how to set up a check register-something most people understand how to use. Now that I am breaking into the soft skills training, I use examples pulled from actual situations our customers (internal) deal with.

Is it difficult, incredibly! Is it worth it, without a doubt! My customers often tell me the training I develop is very real and how helpful it is for them to take what they learned back to work and apply it. They are happy they aren’t left feeling like an idiot because they took training and still can’t do what they need to do, I’m happy because I was able to contribute to the success of my customers and my agency.

Cathy Moore

Chunking is part of the solution to a high intrinsic load, and often that’s interpreted as chunking the content within an online course. I’d suggest that we also consider chunking on a higher level, such as using more job aids, an online reference, and other just-in-time resources outside the course. It can also be helpful to break the traditional online course into much shorter minicourses spaced out over a longer period. It can be more challenging to design such a package, but I think the result is stronger learning that’s more likely to be applied to the job.

Anitha

Thanks Cathy. Your idea for balancing intinsic load was good. It is a new angle of viewing the problem and sounds effective. Thanks for the same.

-Anitha

tom

Good feedback. My explanation of cognitive load is very simplistic and doesn’t really do it justice. In future posts we’ll look at this in more detail and create some mock ups to see how that could work. I agree with Cathy about pushing the content to a higher level and reaching outside the “course.”

Dana

Has there been any studies that indicate the right length for a video stream used for adult learning? I am interested in adult learners’ attention span, how long can an adult learner watch an online video stream and stay engaged, what happens to an adult learner when a video stream is “too long”, etc. Keeping the audience engaged in a video stream will probably depend on several factors, but I am looking for some basic research that tells the “right” length for a video stream. Your info about learning is helpful and I am looking for more. any suggestions?

tom

I’m not sure about any official study. Richard Mayer does a lot of research on multimedia learning. Here’s a link to his book, Multimedia Learning, that might help.

My guess is that it depends a lot on how interesting and relevant the content is to the learner. For example, I am engaged by the TED videos and those are mostly just talking heads and run at about 15 minutes. However, if it was 15 minutes of some boring corporate policy, my engagement might only be 1 minute.

Without citing any studies, I’d take a cue from Youtube and keep streaming videos to under 3 minutes. Chunk the info into very specific topics.

Another winner. I plan to use the concept in a police instructor recertification class I’m putting together. Thanks.

Scott

November 1st, 2007

I wanted to let you know this blog is excellent. Well written and
great content. Having recently studied Learning and Memory and currently studying different models in adult learning
I can say that if people use your information, they will be more successful.

Keep up the great work!

Mark Berthelemy

I think we can learn a lot from the music & TV industries here. They try to put “hooks” into their productions that provide the stimulus into the rest of the production.

Once you remember the hook you can then remember how to find the rest of the song/show etc.

Julie

The information regarding extrinsic load is intriguing. I have been charged with making our web-based courses “sexier” and “snazzier”, which tells me that leadership wants more flash, audio, more complex interactions, etc. However, I don’t know that this treatment is appropriate for the kind of courses we develop (application, compliance and some soft skills). Thoughts?

tom

Mark: good point. I used to do an exercise where I’d break down commercials and we’d talk about how the commercials targeted the message. We can also learn a lot about the way slot machines and video games are designed. They keep people at the edge of success which drives the desire to continue. Of course, for that to work in elearning the content has to be relevant and of interest to the learner.

Mark Berthelemy

Tom said: “…in elearning the content has to be relevant and of interest to the learner”

… and if you get the learner to that point, where they think the material will be relevant & of interest, then the learning designer’s job is 90% done.

tom

Hello Julie: A few quick ideas…use a bolder look to get away from the typical elearning look. That’s what I did with the compensation demo. It’s not radical, but you should see the original.

Look at Cathy Moore’s Dump the Drone piece.

A lot of the snazziness comes from good content design. Flip the content around and instead of creating a step-by-step process of getting information, think through how the user would use the information and then create some sort of emergency scenario where they’re just dumped into some sort of crisis and by learning the information, they’re able to solve it.

maresca

November 5th, 2007

truly interesting and useful.

maresca

November 5th, 2007

i find it very useful.

Sergio Hernández

November 19th, 2007

Hello Tom:

Very instructive point of view about e-learning. This interesting discussion contribute to my courses constructions a lot.

Thanks

tom

November 19th, 2007

Thanks for the feedback, Sergio.

Dr. Mohamed El Tahir Osman

Very interesting and informative site that can be used in a number of courses. Thanks

tom

Thanks for the feedback, Dr. Osman. I’m glad you find the site useful.

Monique P.

Lots of good information here. I especially appreciate references to resources. Here’s a reference to a short, but very informative and useful read, Building Expertise by Ruth Clark. Clark discusses the theory behind and provides training strategies to accomplish transfer of knowledge to long-term memory (learning).

tom