Designing learning

Interactive Safety
Training
Lessons Learned From a
Designing Learning Course

Shelly Bradley - Hendrix
College Spring 2012 ACS, San Diego 1

Overview
• How people learn
• Methods and media
• Creating valid tests
• Activities

College 2 Spring 2012 ACS, San Diego

Human Memory and Learning
• Working memory
– Conscious center; processes data
– Limited capacity & duration
– Separate visual and auditory
• Long-term memory
– Stored knowledge and experience
– Can’t process data
– Large capacity & duration


Challenge
• How to get information from the
Working Memory into the Long-
Term Memory
– Psychological processes of learning
– ROPES model


Psychological Processes of Learning
Clear objectives
Support attention

Avoid distractions
Activate prior

Introduction & review
knowledge Analogies BTW old &
new
Segmented lessons
Manage cognitive load
Avoid extraneous
material
Visuals
Promote rehearsal and
Questions
encoding
Practice exercises
Workplace scenarios
Practice Retrieval
Case studies

*Sequencing and structuring*
• Task-centered
• Topic-centered
Food Beef Furniture
• Problem-centered
Orange Animals
Cabbage Pea
Grapefruit Lemon
Apple Bed Fish Cow Chicken
Apple
Cookie Cat Chair LettuceDog Bean
Pear Desk Elephant
Sugar Sofa Horse


ROPES Model of Design
• Review – pre-quiz, participant’s experiences
• Overview – goals, objectives, intro exercises
• Presentation – segmented content, visuals,

examples, assignments, guided
discussion
• Exercise – projects, case studies, games
• Summary – lessons learned, apply knowledge
to
tasks, visual aids, tests & quizzes

Bob Pike’s 90/20/8 Rule
• Take a break every 90 minutes
• Change pace every 20 minutes
• Interact every 8 minutes


Learning Methods and Media
• Instructional methods vs instructional
media
• Matching learning methods to learning
objectives
• Matching learning methods to learners


Methods vs Media
• Method – the manner in which material
is presented
– Lectures, discussions, activities, etc

• Media – the platform used to present
material
– Computer, classrooms, workbooks, etc


Learning Objectives
• Three types of learning
o Knowledge: ex. – hazards of sulfuric acid
o Skill: ex. – safely handle sulfuric acid
o Attitude: ex. – response to authority


*Matching Methods to Objectives*
Lecture or Knowledge
video_______________________________
Independent Knowledge
study_____________________________
Group Knowledge, skill,
attitude
discussion______________________________
Case- Knowledge, skill,
attitude
study____________________________________
Simulation________________________________
Skill, attitude
____


Matching Methods to Learners
• Group size – small group activities
• Education level – case studies,
discussions
• Language – visual aids, simulations
• Learning styles – handouts, visual aids,
lectures
• Disabilities – hands-on activities, visual
aids, demonstration with practice


Practice exercises, tests, and
measures
• Practice exercises for knowledge
or tasks/competencies
– Jigsaw
– Incident feedback (Hill, R., Finster, C.
Laboratory Safety for Chemistry Students, 1st ed.;
John Wiley & Sons: New Jersey, 2010.)


Practice exercises, tests, and
measures
• What is a valid test?
– Matches objectives
– Matches knowledge and skill requirements
– Example: hazard, safe manner of use, and
disposal
• Test guidelines
– Clear instructions
– Brief questions with only essential information
– Group questions by topic areas


Implementation
1. General Chemistry
a. Brief intro; Spot the Hazard; develop
safety rules; MSDS exercise #1; visual aid;
safety quiz
b. Brief intro; safety test; safety quiz
2. Organic Chemistry
a. Brief intro; Safety Jeopardy; MSDS
exercise #2; safety quiz
b. Brief intro; safety test; safety quiz

Implementation
3. a. Biological Chemistry: Brief intro;

MSDS exercise #3; visual aid

b. Environmental Analysis: Brief intro;

MSDS exercise #4; Risk
assessment


Implementation
4. Physical Chemistry/Advanced
Inorganic/ Advanced Analytical
a. Regulatory Background, MSDS exercise #
5
b. Brief intro, Risk Assessment Exercise, IRI
complete hazard and disposal
determination


Implementation
• Bloodborne Pathogen Training
– Brief intro
– Jigsaw activity
– Practice exercise
– Group discussion
– Job Aid
• PANIC


Acknowledgements
• American Society for Training and
Development (ASTD)
• Faculty, staff, and students at Hendrix
College


Thank you for your time

Questions?


Extra slides


Instructional Systems Development

• Designing learning to achieve results
• Trainer vs subject matter expert


Designing Learning
• Analysis – Needs assessment
• Design – training strategy
• Development – creating materials
• Implementation – putting training into
action
• Evaluation – review and revision


Psychological ROPES
Gagne’s Nine Events of
Learning Phases of
Learning
Processes Instruction
Gain attention Review
Support attention Inform learners of
objectives
Overview
Activate prior Stimulate recall of prior
knowledge learning
Manage cognitive Present content Presentati
load Provide learning on
Promote guidance
Elicit performance
rehearsal and (practice) Exercise
encoding into
Provide feedback
LTM
Assess performance
Shelly Bradley - Hendrix Enhance retention &
Practice retrieval
College 25 Summary
Spring 2012 ACS, San Diego
transfer to job

Basic Lesson Ingredients
• Lesson Elements
– Visuals
– Text
– Audio
• Lesson Components
– Explanations
– Examples
– Practice exercises w/ feedback
– Working aids


Designing learning

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Designing learning