Understanding the Learning Process: The Key Elements Explained

Task B: The Learning Process What is the definition of learning? Learning is a change in behavior as a result of experience

Welcome to My Session Today! To join on your smart devices, go to RWPOLL.com OR Download the TurningPoint app on iTunes or Google Play for free! Enter the Session ID: (not case sensitive) Wait for the presenter to begin (it will say Polling is Closed)

Learning Theory (BICC) Behaviorism - explains behavior from observable and measurable responses to stimuli Information Processing Theory Uses a computer system as a model for human learning. Cognitive Theory - focuses on what's going on inside the mind (cognitive thinking) Constructivism Learners actively build or construct knowledge based off of their experiences

Perceptions Where all learning comes from Directed to the brain from one or more of the 5 senses: Sight Hearing Touch Smell Taste The more senses, the better the learning

Perceptions and Insight (G-STEP) Goals and Values Self-Concept Time and Opportunity Element of Threat Physical Organism

Insights The grouping of perceptions into meaningful wholes Students must be kept receptive to new experiences As perceptions increase in number, the student develops insight by assembling them into larger blocks of learning.

Acquiring Knowledge (MUC) Memorization When you are exposed to a new concept, you tend to acquire and memorize facts Understanding Organize your knowledge to gain an understanding of the things you ve memorized Concept Learning The ability to apply your knowledge to solve problems and make decisions

The Laws of Learning (REEPIR) Readiness Exercise Effect Primacy Intensity Recency

Three Domains of Learning (CAP) Cognitive (knowledge or thinking) Affective (feeling) Psychomotor (skills or doing)

Cognitive (thinking) (RUAC) 4 practical levels of learning Rote student can memorize/read back what has been taught Understanding student understands principles and theory behind the knowledge Application student understands theory and can correctly apply what has been learned Correlation student associates learned elements with other/future segments of learning

Affective (feeling) (ARVOI) Awareness student is open to learning/training, and willing to listen to the instructor Response student responds by active participation in training, and compliance with instructions Value student determines value of training, and chooses whether to accept it Organizing student organizes the training within their personal belief system Integration student internalizes training, and incorporates that value into their life

Psychomotor (doing) (OIPH) Observation learner observes a more experienced person perform the skill. Learner observes the steps and relationships that produce the finished product/desired outcome Imitation learner attempts to copy the skill while the instructor observes Practice this level builds proficiency. Learner ties performing the skill again and again. May be done without the presence of the instructor. Habit learner can perform the skill in twice the time it takes the instructor or an expert to perform the skill

Characteristics of Learning (PEAM) Learning is Purposeful. Students learn best when they have a clear purpose or goal Learning is a Result of Experience. Students learn through individual experiences. Learning is an Active process. To learn, students must actively react and respond. Learning is Multifaceted. Verbal, conceptual, perceptual, motor skills, emotional, and problem solving; sometimes this is called incidental learning.

Acquiring Skill Knowledge (CAA) Cognitive Stage student memorized steps to perform a skill. Requires all of the students attention. Associative Stage student practices the skill, can now assess, and make changes in performance. Automatic Response Stage student s performance is rapid and smooth, few corrections; might even be able to do other things while performing the skill. Student has developed a feel for the skill.

Types of Practice (DBR) Deliberate - student practices specific areas for improvement and receives specific feedback after the practice, to evaluate their performance against the level of performance sought. Blocked - practicing the same skill over and over, until it is automatic. Enhances current performance, but does not improve concept learning or long-term learning/memory. Random - mixing up the skills to be acquired during the practice session. Promotes better retention, and student can recognize the similarities and differences between skills, making it more meaningful.

Scenario Based Training (HIC) A good scenario: Has a clear set of objectives Is tailored to the needs of the student, and Capitalizes on the subtle differences of the local environment. Practicing realistic scenarios during training is very useful, and better resembles the training environment. i.e, Weather changes, system failures, terrain, night flight, ect...

Errors; Slips and Mistakes Slip when a person plans to do one thing, but then inadvertently does something else. Errors of action Omit a necessary action or confuse two similar things Mistake when a person plans to do the wrong thing, and is successful. Errors of thought To have an overly simplistic understanding of weather, which could lead to inexperienced pilots being put into situations they are not prepared for

Errors; Slips and Mistakes How to reduce error (DR CULT) Developing routines use standardized procedures, flows, ect. Raising awareness beware of out of the ordinary situations, changing conditions, unfamiliar airport, ect. Check for errors you should be actively looking for errors Using reminders checklists, heading bugs, altitude alerts, ect. Learning and practicing higher knowledge and skill leads to lower frequency and magnitude of error Taking time and don t rush performing at a faster or unfamiliar pace can increase the likelihood of error

Memory and Forgetting (SSL) Memory Sensory receives input from the five senses, processes quickly Short term (working) received from sensory register, remains or fades depending on individual s priorities Long term where information is stored for future use (recall) This is the basis behind the Information Processing Theory of learning

Memory and Forgetting Forgetting: (RIFRS) Retrieval Failure Simply the inability to retrieve information Interference people forget because new experiences overshadow prior experiences Fading A person will forget if the information is not used over time Repression people unconsciously forget unpleasant feeling from a negative experience Suppression similar to repression, except that suppression is a conscious form of forgetting

Retention of Learning (MRLAMP) Meaningful repetition aids recall practice and repetition provide opportunity for better retention Recall is prompted by association info associated with something to be learned Learning with all the senses is most effective use all senses for a greater understanding and recall Favorable attitudes aid retention people learn and remember only what they wish to know Mnemonics Praise stimulates recall responses which give a pleasurable return tend to be repeated

Mnemonics (AARC) A pattern of letters, ideas, visual images, or associations to assist in remembering information Acronyms Acrostics Rhymes Chaining

Transfer of Learning Positive Transfer past knowledge supports/assists new learning. Negative Transfer past knowledge confuses/detracts from new learning Plan for transfer as a primary objective Ensure that your students understand that what they have learned can be applied to other situations in their training