Theories and Program Design Chapter 4 LEARNING: Theories and Program Design

Objectives Discuss the five types of learner outcomes. Explain the implications of learning theory for instructional design. Incorporate adult learning theory into the design of a training program. Describe how learners receive, process, store, retrieve, and act upon information. Discuss the internal conditions (within the learner) and external conditions (the learning environment) necessary for the learner to master the training content. Be able to choose and prepare a training site. Explain the four components of program design: course parameters, objectives, lesson overview, and detailed lesson plan.

Learning Outcomes Verbal Information Intellectual Skills State, tell, or describe previously stored information Intellectual Skills Apply concepts and rules to solve problems

Learning Outcomes (Con’t) Cognitive Strategies Manage thinking and learning processes Attitude Choose a personal course of action Motor Skills Execute a physical action

Learning Theories Reinforcement Theory Social Learning Theory Goal Setting Theory Expectancy Theory Adult Learning Information Processing Theory

Processes of Social Learning Theory Attention Retention Motor Reproduction Motivational Processes

Implications of Adult Learning Theory for Training Self-Concept Mutual planning and collaboration in instruction Experience Use learner experience as basis for example and applications Readiness Develop instruction based on interest and competencies of the learner

Implications of Adult Learning (con’t) Time Perspective Immediate application of content Orientation of Learning Problem-centered instead of subject-centered

Expectancy Theory of Motivation Expectancy x Instrumentality x Valence = Effort EffortPerformance Value of Outcome PerformanceOutcome Does trainee have ability To learn? Does trainee believe they Can learn? Does the trainee believe that training outcomes promised will be delivered Are outcomes promised valued by the trainee?

What do Learning Theories Tell Us? Feedback and reinforcement is Necessary Practice is Important Meaningful Material Active Learning Credible Trainer See Benefits Communicates Objectives

Instructional Success Accomplish training objective Motivated to apply “learnings” Motivated to learn more Able to communicate “learnings” to others

Learning Processes Expectancy Perception Working storage Semantic Encoding Retrieval Generalizing Gratifying

The Three components of Learning Objectives A statement of what the employee is expected to know or do A statement of the quality or level of acceptable performance A statement of the conditions under which the learner is expected to perform the desired outcome

Necessary Conditions for Learning Practice Overlearning Feedback Communities of Practice Training Administration

Program Design Course parameters Objectives Detailed lesson plan Program objectives Course objectives Detailed lesson plan Lesson plan overview