edtech europe 2015 [track 2]: [kaplan], ([bror saxberg], [clo])
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“Learning Engineering”: The Art and Science of Improving Learning Performance
June 2015
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We know a lot about how expertise works
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We know how expertise gets acquired with practice
Stage Implications for Instructional Design
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We know how expertise gets acquired with practice
Stage Implications for Instructional Design
DeclarativeClear information displays, e.g., job aids, examples, reference material
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We know how expertise gets acquired with practice
Stage Implications for Instructional Design
DeclarativeClear information displays, e.g., job aids, examples, reference material
ProceduralBuild varied Practice tasks, and rich feedback/coaching
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We know how expertise gets acquired with practice
Stage Implications for Instructional Design
DeclarativeClear information displays, e.g., job aids, examples, reference material
ProceduralBuild varied Practice tasks, and rich feedback/coaching
AutomatedRepeated frequent practice to build speed and accuracy
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Knowledge Component
Practice/Assessment
Supportive Knowledge
Research gives us clearer guides to help with hard outcomes
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Knowledge Component
Practice/Assessment
Procedure Decide when to use; perform the steps
Supportive Knowledge
Research gives us clearer guides to help with hard outcomes
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Knowledge Component
Practice/Assessment
Procedure Decide when to use; perform the steps
Supportive Knowledge
Fact Recall fact in task context
Research gives us clearer guides to help with hard outcomes
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Knowledge Component
Practice/Assessment
Procedure Decide when to use; perform the steps
Supportive Knowledge
Fact Recall fact in task context
Concept Classify, identify or generate examples and non-examples
Research gives us clearer guides to help with hard outcomes
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Knowledge Component
Practice/Assessment
Procedure Decide when to use; perform the steps
Supportive Knowledge
Fact Recall fact in task context
Concept Classify, identify or generate examples and non-examples
ProcessIdentify causes of faults in a process; predict events in a process
Research gives us clearer guides to help with hard outcomes
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Knowledge Component
Practice/Assessment
Procedure Decide when to use; perform the steps
Supportive Knowledge
Fact Recall fact in task context
Concept Classify, identify or generate examples and non-examples
ProcessIdentify causes of faults in a process; predict events in a process
Principle Decide if principle applies; predict an effect; apply principle to solve a problem, explain a phenomenon or make a decision
Research gives us clearer guides to help with hard outcomes
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And about specific ways to make lessons work better
Principle Description Effect size (s.d. units)
Multimedia Use relevant graphics and text to communicate content 1.5
Contiguity Integrate the text nearby the graphics on the screen – avoid covering or separating integrated information 1.1
Coherence Avoid irrelevant graphics, stories, videos, media, and lengthy text 1.3
Modality Include audio narration where possible to explain graphic presentation 1.0
Redundancy Do not present words as both on-screen text and narration when graphics are present .7
Personalization Script audio in a conversational style using first and second person 1.3
Segmenting Break content down into small topic chunks that can be accessed at the learner’s preferred rate 1.0
Pre-training Teach important concepts and facts prior to procedures or processes 1.3
Etc. Worked examples, self-explanation questions, varied-context examples and comparisons, etc. ??
Source: E-learning and the Science of Instruction, Clark and Mayer, 3rd ed., 201113
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The impact is not small!
50%1 sd
84%!
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The evidence also shows our intuitions aren’t the best guides LSAT Logical Reasoning example
N 153* 148* 107 84 Time (mins) 8.15 12.8 99.32 NA
* Significant difference from “No Instruction”
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This is why a “learning engineering” approach matters
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April 20, 2015
Why We Need Learning EngineersChronicle of Higher Education
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