1PROF. PEEYUSH VERMAPROF. PEEYUSH VERMA

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LEARNING: DEFINITIONSLEARNING: DEFINITIONS The cognitive process of acquiring skill or knowledge.

Simon defined learning as changes in a system that result in improved performance over time on tasks similar to those done previously.

A process of ADAPTATION by which a set of adjustable parameters is automatically modified so that some objective is more readily achieved.

A relatively permanent change in cognition, resulting from experience and directly influencing behavior.

Learning is thought to be the act or process which develops or changes the behaviour of the learner to a degree of permanence, usually with the intervention of an educator.

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LEARNING: IMPORTANT ELEMENTSLEARNING: IMPORTANT ELEMENTS

It is a cognitive process.

It leads to changes in a system through improved performance.

It is a process of ADAPTATION to achieve some objective.

A relatively permanent change in cognition.

Learning is thought to be the act or process which develops or changes the behaviour of the learner.

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ADULT LEARNERS: HOW THEY ARE DIFFERENT !ADULT LEARNERS: HOW THEY ARE DIFFERENT !Adults have work and life experience.

Adults have a purpose for their learning

Adults spend their own time, money and resources to learn a new skill.

Adult like to be focused during the training.

Adults view the learning process as a social process.

Adults need to be respected for their experience and views shared by them.

No single strategy may prove successful in case of training to adult learners.

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Process of LearningProcess of LearningINPUT

FEEDBACK

OUTPUTPROCESS

•Trainer

• Learner

• Human Resources

• Training Plan

• Physical resources

Training rooms

Laboratories

Workshops

Instructional Resources

• Policies and plans

• Time

• Acquisition

• Organization

• Retention (Memory)

• Recall (Retrieval)

• Application (Use)

• Training methods & Media for Instruction

• Communication

• Interactions

• Evaluation and feedback

• Management of Learning

• Learning Resources

• Trained Learners

• Competencies

• Knowledge enhancement

• Skills acquisition

• Competency Enhancement

• Communication skills development

• Attitudinal change

• Certification

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INSTRUCTIONINSTRUCTION

INSTRUCTIONINSTRUCTION ACQUISITIONACQUISITION ORGANISATIONORGANISATION

RECALLRECALL RETENTIONRETENTIONAPPILCATIONAPPILCATION

INSTRUCTION IS A SET OF EVENTS INSTRUCTION IS A SET OF EVENTS OUTSIDE THE LEARNER TO FACILITATE OUTSIDE THE LEARNER TO FACILITATE THE INTERNAL PROCESS OF LEARNING.THE INTERNAL PROCESS OF LEARNING.

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BASIC TRAINING MODELBASIC TRAINING MODEL

PLAN DESIGN TRAIN EVALUATE

Feedback

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SELECTIVE COGNITIONSELECTIVE COGNITION

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Checking selective attentionChecking selective attention

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Factors Affecting LearningFactors Affecting Learning

TRAINING PROCESS

1. Individual Variables

3. Environmental Variables

2. Task (Learning) Variables

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INDIVIDUAL VARIABLES

LEARNING CAPABILITIES

INTREST

PERCEPTION

EXPERIENCES

ENDURANCE

PERSONAL FACTORS

EGO

TASK VARIABLES

OBJECTIVES OF THE TRAINING

TRAINER’S COMPETENCE

VARIETY OF EXPERIENCES

COMMUNICATION GAP

RATIONALITY

TASK OVERLOAD

INTERVENTIONS

ENVIRONMENTALVARIABLES

SPACE

AMBIENCE

CONDUSIVE ENVIRONMENT

DECORUM

ERGONOMICS

AMENITIES

LOCAL VISITS

SERVICE QUALITY

Factors Affecting LearningFactors Affecting Learning

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Events of InstructionEvents of InstructionS.NoS.No INSTRUCTIONAL EVENTSINSTRUCTIONAL EVENTS RELATION TO INTERNAL RELATION TO INTERNAL

LEARNING PROCESSLEARNING PROCESS

1.1. GAINING ATTENTIONGAINING ATTENTION RECEPTION OF PATTERNS OF RECEPTION OF PATTERNS OF NEURAL IMPULSESNEURAL IMPULSES

2.2. INFORMING THE LEARNER OF THE INFORMING THE LEARNER OF THE OBJECTIVESOBJECTIVES

ACTIVATING THE PROCESS OF ACTIVATING THE PROCESS OF EXECUTIVE CONTROLEXECUTIVE CONTROL

3.3. STIMULATING RECALL OF STIMULATING RECALL OF PREREQUISITE LEARNINGPREREQUISITE LEARNING

RETRIEVAL TO WORKING RETRIEVAL TO WORKING MEMORYMEMORY

4.4. PRESENTING THE STIMULUS PRESENTING THE STIMULUS MATERIALMATERIAL

EMPHASIZING FEATURES OF EMPHASIZING FEATURES OF SELECTIVE PERCEPTIONSELECTIVE PERCEPTION

5.5. GUIDING LEARNINGGUIDING LEARNING SEMANTIC ENCODINGSEMANTIC ENCODING

6.6. ELICITING THE PERFORMANCEELICITING THE PERFORMANCE ACTIVATING RESPONSE ACTIVATING RESPONSE ORGANIZATIONORGANIZATION

7.7. PROVIDING FEEDBACK ABOUT PROVIDING FEEDBACK ABOUT PERFORMANCE CORRECTNESSPERFORMANCE CORRECTNESS

ESTABLISHING REINFORCEMENTESTABLISHING REINFORCEMENT

8.8. ASSESSING THE PERFORMANCE OF ASSESSING THE PERFORMANCE OF STUDENTSSTUDENTS

ACTIVATING RETRIEVAL MAKING ACTIVATING RETRIEVAL MAKING REINFORCEMENT POSSIBLEREINFORCEMENT POSSIBLE

9.9. ENHANCING RETENTION AND ENHANCING RETENTION AND TRANSFERTRANSFER

PROVIDING CUES & STRATEGIES PROVIDING CUES & STRATEGIES FOR RETRIEVALFOR RETRIEVAL

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FACTORS OF LEARNINGFACTORS OF LEARNINGPrinciple Learning FactorsPrinciple Learning Factors Percent Percent

ImprovementImprovement

1.  Aligning learning and performance contexts1.  Aligning learning and performance contexts 10 to 55%10 to 55%

2.  Providing retrieval practice and testing2.  Providing retrieval practice and testing 30 to 100%30 to 100%

3.  Using appropriate feedback schedules3.  Using appropriate feedback schedules 15 to 50%15 to 50%

4.  Prompting meaningful repetitions4.  Prompting meaningful repetitions 30 to 110%30 to 110%

5.  Spacing repetitions and practice over time5.  Spacing repetitions and practice over time 5 to 40%5 to 40%

6. Varying materials and delivery methods6. Varying materials and delivery methods not yetnot yetdetermineddetermined

7.  Avoiding the addition of distracting elements7.  Avoiding the addition of distracting elements 25 to 50%25 to 50%

8.  Appropriately using learning objectives8.  Appropriately using learning objectives 5 to 45%5 to 45%

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The Role of the TrainerThe Role of the Trainer•The Expert Role: transmits information about a subject to an audience.

•The Planning Role: designs or plans the learning experience or the learning environment to build sustainable teams.

•The Instructor: guides or directs the learning situation often telling the learner what to do

•The Facilitator: responds to the learner's needs and lends guidance and support to facilitate self-learning.

•Resource Person: provides materials and information to the learners on the identified gaps.

•The Co-Learner: learns along side the learners. Mutually plans the learning objectives and activities.

•The Model Role: models or influences behaviour and values.

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"If you think you are beaten, you are,If you think that you dare not, you don't,

If you'd like to win, but you think you can't,It's almost certain you won't.

If you think you'll lose, you've lost,For out in the world you'll find,

Success begins with a fellow's will,It's all in the state of mind.

If you think you are outclassed, you are,You've got to think high to rise,

You've got to be sure of yourself beforeYou can ever win a prize.

Life's battles don't always goTo the stronger or faster man,

But soon or late the man who winsIs the man who thinks he can."

-- Arnold Palmer

LEARNING BEGINS HERE….LEARNING BEGINS HERE….