Learning Activities
Learning Activities can be a useful tool in the education process. They provide an opportunity for real world simulation and allows the student an opportunity to buy in to the purpose of the course.
Upon my being hired by the trade school where I currently teach, I had the opportunity to undertake the revision of some of the curriculum. Because I learn best by application, I utilized the techniques of Paragraph 1 with good results, so I am pleased to learn that others have found this 'embedding' of procedures and terminology into practical exercises effective. I frequently remind my students that their professional standing is directly proportional to their correct application of both the physical and the verbal tools of our trade. Long-term retention of correct words and best practices is necessary to long-term retention of customers.
Learning activities are critical.
They ensure that there is a link between what is the objective, and the expected result.
It is key that debriefing be a vital part of this process, and it gives the candidates time to reflect on their actions and decisions.
Something to consider when developing learning activities is how to prompt long-term reteniton. Healy & Bourne (as cited in Terry, 2006) presented guidelines that prompt long-term retention.
1. Optimize the conditions of training through spacing and generation effects. If several arithmetic or vocabulary items are to be learned, it is better to intermix them with the study sequence rather than to mass study trials on each. This missing schedule for spacing items will likely slow acquisition of the information at first, as compared to massed practice, but it leads to better retention in the long run. The generation effect refers to getting the participants to generate to-be-remembered answers rather than simply having the experimenter provide the correct answers.
2. Optimize learning strategies by using keyword mnemonic facilitated acquisition and procedure better long-term retention.
3. Train until retrieval is automatic, practice should be continued until retrieval becomes direct.
4. Optimize retention conditions by providing refresher trials or practice quizzes. Practice at retrieval can be just as important as additional study.
Two theories of how we learn and retain skills are presented by Anderson and Chase and Ericsson. Anderson’s adaptive control of thought theory proposes a two-stage model of skill acquisition, which a transitional step between stages. During the declarative stage of skill learning, information is learned. This stage involves conscious processing and attention. So there is heavy reliance on working memory. The transitional stage is knowledge compilation. The final stage or procedural stage is marked by skill refinement. Continued practice leads to further strengthening of the procedures. The procedural skills are refined as a result of generalization and discrimination. Chase and Ericsson (as cited in Terry, 2006) states skilled memory theory was developed to characterize the skill of those individuals who learned to remember long strings of random numbers. Three central features are postulated. First, during encoding, existing knowledge is used to organize and make target items meaningful. Second, experts have well-developed retrieval routines. Third, with practice, both encoding and retrieval processes become faster (Terry, 2206).
Terry, W. S. (2006). Learning and Memory: Basic Principles, Processes, and Procedures (3 ed.). Boston: Allyn and Bacon.
Hi Troy!
Yes, I totally agree! I consistently use learning activities in my classes and have seen the "light go on" on many occasions. I call this technique learning in action!
Keep up the good work!
Jane Davis
ED106 Facilitator
