1. Learning: A Summary of Research and Insights
ICP LXD July 2012
Jen Briselli
Learning Experience Design Intern
© 2011 Autodesk
Image courtesy of Christian Kasper

2. Learning Experience
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3. Learning Experience
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What does this mean for software learning?
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What is Autodesk working on?
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How do people learn?
What does this mean for LXD?
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4. How do people learn?
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5. There are a lot of ideas about learning that include:
 Learning
Domains
 Learning
Theories
 Learning
Styles
 Instructional
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Design
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6. Different people take different approaches to learning:
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Human Computer Interaction (HCI) researchers
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Classroom teachers
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Student learning is a black box
Design learning experiences around desired learning outcomes
Trainers
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Focus on information processing
View learning as information transfer
Use demonstration and practice to help users learn
Designers
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Focus on usability
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7. It’s not the specifics that matter.
Instructional designers can combine theory and
research from multiple angles to design user-centered
learning experiences.
The goal of this slide deck is to highlight the main
points as a resource for further consideration.
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8. Learning Domains
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Accretion: Continuous Learning
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Transmission: Traditional Learning
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Courses, lectures, formal training, help manuals & websites, ‘information transfer’
Benefits: Builds core knowledge & develops sound mental models with basic information
Drawbacks: Not user-centered, slow process, treats the learner as an empty vessel, at odds with natural learning
Acquisition: Learner Chosen
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On demand, on location, in the moment & comes from many sources and media
Benefits: Strong links to learning needs & high relevance, learning takes place “IRL”
Drawbacks: Learners are less aware of learning, less reflection, accretion is unlike traditional learning
Exploratory, inquiry-driven, learner-directed
Benefits: Learner is highly motivated, learning is relevant, interesting, personalized
Drawbacks: Learners often miss critical skills, little or no feedback, no prompts for reflection
Emergence: Reasoning & Reflection
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Meta-cognition, reflection on life experiences, adjustment of mental models
Benefits: Tacit, deep learning, fosters higher order critical thinking skills & creativity
Drawbacks: Time consuming, difficult to facilitate, requires expert mentor
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9. Where does the teacher/designer fit in?
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Accretion:
Learning is an embedded process.
Designer’s Role
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Facilitate community of practice
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Create learning ecology
Develop connections between learner
and that community
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10. Where does the teacher/designer fit in?
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Transmission:
Learning is formal instruction.
Designer’s Role
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Share information
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Execute workshops & lessons
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Design courses & curricula
Write documentation & instructions
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11. Where does the teacher/designer fit in?
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Acquisition
Learning is self-directed.
Designer’s Role
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Design information and experiences
to make learning possible
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Ensure availability of resources
Set up guideposts, but don’t draw the map
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12. Where does the teacher/designer fit in?
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Emergence:
Learning is cognition & reflection.
Designer’s Role
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Facilitate non-linear thinking
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Provide feedback
Encourage reflection
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13. Learning Theories & Styles
Learning Theories
Models that explain knowledge construction.
Learning Styles
A learner’s personality and preferences that influence
learning needs.
There are a LOT of ideas floating around out there…
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14. © 2011 Autodesk
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15. © 2011 Autodesk
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16. Most people group learning theories into
one of six categories.
Six questions are asked regarding each of the six learning
theories. Click on the tab color that matches the learning
theory you wish to explore, then click on the question and
its answer will open.
Each model explains learning
from a different perspective.
In essence, they represent
six different windows looking
into the same room.
Behaviorist
Theory
Cognitive
Theory
Constructivist
Theory
Social
Learning
Theory
Connectivism
Adult
Learning
Click
Here
Click
Here
Click
Here
Click
Here
Click
Here
Click
Here
Matrix Grid
References
Image Links
The specifics matter less than
the overarching themes.
End Show
(Lyn Goodnight (2011) compiled them into an interactive PowerPoint that does a good job of
summarizing the highlights. Click here to view it now or find the same link in the Appendix).
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17. So, how do we work with multiple theories?
‘Cognitive Apprenticeship’
Learning is:
active
and constructive process
self-directed,
within
Zone of Proximal Development
facilitated
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situated, & embedded
by a mentor (or our software?)
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18. Cognitive Apprenticeship
(First introduced by Collins, Brown, & Newman, 1989)
As an instructional strategy, Cognitive Apprenticeship is characterized by six
methods applied in varying combinations:
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Modeling
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Coaching
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Prompting the learner to articulate his developing knowledge, reasoning, or internal
problem solving process to expose and clarify thinking and to separate component
knowledge from skills (which allows the learner to understand them better).
Reflection
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Supporting the learner’s progress by providing assistance (completing difficult tasks for the
learner) where needed, and gradually scaling back that guidance over time.
Articulation
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Observing the learner’s task performance and offering feedback & hints along the way.
Scaffolding
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Demonstrating a task explicitly so the learner can experience and build a conceptual model.
Encouraging the learner to reflect and analyze performances and skills with a desire to
understand and improve performance.
Exploration
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Giving the learner room to solve problems independently within low-risk circumstances and
focusing the instruction around problem solving methodology itself.
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19. How does this relate to software learning?
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20. Another way to look at learning (with classroom examples):
meaningful
learning
concept
mapping
lectures
textbooks
presentations
multimedia
studies
laboratory
assignments
&
writing
exercises
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applying formulas
to solve problems
receptive/passive
rote
learning
multiplication
tables
guided discovery
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original research
new music,
architecture, etc.
routine research
& other intellectual
pursuits
trial & error
puzzle solutions
autonomous discovery

21. How might this look for software
instead of classroom assignments?
Using Autodesk
software to design
infrastructure…
meaningful
learning
interactive
tutorials
traditional tutorials,
help videos &
written content
toolclips,
command suggestions
& similar tools
workflow visualization
‘playground mode’
(low-stakes trial & error)
rote
learning
receptive/passive
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guided discovery
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autonomous discovery

22. There is a wealth of research relating
traditional learning to software learning.
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23. Beyond Command Knowledge: Identifying and Teaching Strategic Knowledge for Using
Complex Computer Applications (Bhavnani, Reif, John 2001)
The Main Ideas:
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Strategic Knowledge vs. Command Knowledge
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Efficiency comes from greater strategic knowledge, not just greater awareness of
commands
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Strategic Knowledge is difficult to acquire spontaneously; to develop, users must:
1.
2.
3.
4.
First be aware that different strategies exist.
Then, learn when to use different strategies.
Next, they learn how to execute those strategies.
Finally, learn to use these strategies in different contexts.
How can we encourage these four steps within the software itself?
© 2011 Autodesk
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24. The Paradox of the Guided User: Assistance Can Be Counter-Effective (van Nimwegen 2008)
The Main Ideas:
 Current HCI research differentiates between:
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Plan-based problem solving: using internally formed mental models that adjust and improve over time
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(requires a high mental workload)
Display-based problem solving: using information available on the interface to guide decision making
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(requires little mental workload)
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Usability guidelines generally encourage the use of externalized interfaces, to promote
display-based problem solving and allow for cognitive offloading.
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However, a “strong reliance on external information leads to a negative effect with
regard to planning of behavior.” Users stop reflecting, internalizing, or truly learning.
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This type of usability may be desirable for systems that are used infrequently or
associated with extreme error costs, but it “seduces users into more shallow cognitive
behavior and discourages undertaking cognitive activities aimed at strategy and
knowledge construction.”
How can we strike a balance between externalizing the more difficult processes
and promoting internalization and reflection at the same time?
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25. Out of the Video Arcade, Into the Office:
Where Computer Games Can Lead
Productivity Software (Larson 2007)
The Main Ideas:
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Games use a lot of user-assistance strategies that might be applicable to non-game
software.
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Larson identifies five common difficulty-regulation strategies found in games that he
believes can provide software designers with new approaches to learnability for
complex programs with ever expanding functionality.
1. User difficulty selection.
2. Implicit & explicit stage progression.
3. Tool unlocking
4. Hinting
5. Tutorials
These are sounding pretty familiar…
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26. Autodesk is working on this too.
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27. Autodesk Knowledge Network
Readout from May 2012
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28. © 2011 Autodesk
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29. © 2011 Autodesk
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30. LXD can use these insights to design better
learning experiences…
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31. Visualization
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32. Mike Myles (AEC UX, 2010) suggested visualizing the community knowledge base:
Steve Ransom
(AKN- GCSO)
is currently working on the idea of a Learning Map:
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33. © 2011 Autodesk
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34. Uber Learning: CIP Command Data
(Autodesk Research 2008)
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35. Tutorials
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36. “Tutorial” means different things to different people:
“Tutorial”
in
Infrastructure Modeler
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37. “Tutorial”
in
Autodesk Research
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38. “Tutorial”
in
Inventor
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39. Using CIP Data
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40. Uber Learning: CIP Command Data (Autodesk Research 2008)
“We can use the predictability of the next
command to create a user interface to
highlight commands that expert users tend to
use, but an individual user is not. In this way
users could discover new functionality and
progress towards a more efficient workflow.”
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41. Questions to consider:
(& what I’ve been thinking about)
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What do accretion, transmission, acquisition and emergence
look like, for our users and our software specifically?
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How could the software, (in place of a mentor), facilitate a
cognitive apprenticeship approach to learning?
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How should in-canvas workflow visualizations and interactive
tutorials be designed to encourage reflection and internalization
of the user’s work process?
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© 2011 Autodesk
Currently working on this problem, creating design wireframes, hopefully showing lo-fi prototypes
to users in the coming weeks.
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42. Appendix
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43. Interactive Learning Theory:
Six Learning Styles
Autodesk Knowledge Network:
Learning in a Connected World
Autodesk Research:
Learning Projects
‘Uber Learning’ Paper
Mike Myles’ 2010 PowerPoint:
Graph Navigation in CKB
Research papers & links:
LXD Learning Resources SharePoint folder
© 2011 Autodesk
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