This presentation was given at the 2012 UL Eduneering Knowledge Summit. Here is the description: Thought you knew about learning design and instruction? Test yourself as Learning myths are presented and exposed in this interactive question and answer session. Once the myths are exposed, we will discuss remedies to each myth based on the latest educational research. This evidenced-based presentation will provide you with the tools, evidence, and techniques you need to go back into your organization and present, design or purchase training that makes a difference.

1. Busting Learning
Myths
By Karl M. Kapp
Bloomsburg University
Twitter:@kkapp
May 4, 2012 kkapp@bloomu.edu

2. Let’s Play
Fact or Fishy…

3. Rules
• A statement is presented
– If “true” indicate: FactX
– If “false” indicate: FishyX
• Text Response:

4. When teaching a process, such as an
SOP, you should…
Teach system components
before teaching the full
process.
Is that Fact or Fishy?

5. Teach each component individually, then
the learner is prepared to assimilate the
stages of the entire process.
Fact
Otherwise you risk overloading
the learner’s memory by
presenting everything all at once.
Clark, R., Nguyen, F. & Sweller, J. (2006) Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load.
New York: Pfeiffer. Pg. 162-165.

6. An animation is always
more effective for learning
than a series of static
images.
Is that Fact or Fishy?

7. A number of studies have failed to find that animations are
more effective than a series of static frames depicting the
same material.
Why: Learners have to mentally animate content
in still graphics. Learners control pace and speed
of information presented. Memory is not
overloaded by rich detail and transitory nature of
presentation.
Clark, R., Mayer, R. (2011) E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of
Multimedia Learning. New York: Pfeiffer. Pg. 84-86.

8. Research is focused on Conceptual Information,
understanding of processes…like mechanism of action.
Animations work well when showing hands on
procedures and transformational changes such as
an animated demonstration of a computer
procedure.
Clark, R., Mayer, R. (2011) E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of
Multimedia Learning. New York: Pfeiffer. Pg. 84-86.

9. Drag and drop a shape
onto the image.

10. Write the words
“Informal Learning” in
the shape.
Then right click and
select “Format
Shape.”

11. Select “3-D Format”.

12. Hi, how are you doing?...
The tone of e-learning
should be informal and
conversational.
Is that Fact or Fishy?

13. In 5 out of 5 studies, learners who learned
with conversational text performed better
on subsequent transfer tests than students
who learned with formal text.
Fact
Learners produced between 20
to 46 percent more solutions to
transfer problems than the
formal group.
Clark, R., Mayer, R. (2011) E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of
Multimedia Learning. New York: Pfeiffer. Pg. 184-185.

14. Formal:
This program is about what type of bacteria can
survive on different types of surfaces when preparing food.
For each type of bacteria a solution will be described.
The goal is to learn which conditions allow bacteria to
survive on what surface. Some hints are provided
throughout the program.
Informal:
You are about to learn about different types of bacteria and how
they can survive on different types of surfaces when preparing
food. For each type of bacteria a solution will be described to
you. Your goal is to learn which conditions allow bacteria to
survive on what surface. I will be guiding you by giving
hints.

15. An on-screen character is
distracting to the learner and
does not facilitate learning
as well as simple text.
Is that Fact or Fishy?

16. On transfer tests involving different word problems, the
group who had a character generated 30% more correct
answers than the group with on-screen text.
Animated pedagogical agents (characters) can be
aids to learning. A “realistic” character did not
facilitate learning any better than a “cartoon-like”
character.
Clark, R., Mayer, R. (2011) E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of
Multimedia Learning. New York: Pfeiffer. Pg. 194.

17. Two avatars are better
than one?
Motivator
Mentor
Expert Fact or Fishy?

18. Yes, two avatars are
better than one.
Fact Motivator
Mentor
Baylor, A. L. & Kim, Y. (2005). Simulating instructional roles through
pedagogical agents. International Journal of Artificial Intelligence in
Education, 15(1), 95-115. Expert

19. When a graphic is the focus of
instruction…
Words should be presented
as text on screen rather
than spoken.
Is that Fact or Fishy?

20. Learners may experience an overload of their visual/
pictorial channel when they must simultaneously process
graphics and the printed words that refer to them.
When visuals are relatively complex, using audio
allows the learner to focus on the visual while
listening to the explanation.
Clark, R., Mayer, R. (2011) E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of
Multimedia Learning. New York: Pfeiffer. Pg. 117.

21. Learners remember facts better…
When presented as bulleted
list rather than presented as
a story.
Is that Fact or Fishy?

23. Researchers have found that the Yep, People tend to remember facts
human brain has a natural affinity more accurately if they encounter
for narrative construction. them in a story rather than in a list.
And they rate legal arguments as
more convincing when built into
narrative tales rather than on legal
precedent.
Carey, B. (2007) this is Your Life (and How You Tell it). The New York Times.
Melanie Green http://www.unc.edu/~mcgreen/research.html

24. NikePlus Stats for Karl

26. Story Elements
1. Characters
2. Plot (something has to happen).
3. Tension
4. Resolution
5. Conclusion

27. One way to engage learners is to…
Present them with a difficult
challenge.
Is that Fact or Fishy?

28. Fact.
Provide a challenge
Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology for educational
reform. North Central Regional Educational Laboratory. [Online]. Available:
http://www.ncrtec.org/capacity/profile/profwww.htm and Schlechty, P. C. (1997). Inventing better schools: An action plan
for educational reform. San Francisco, CA: Jossey-Bass

29. Re-design the Instruction to
Start with a Challenge

30. Investigatory Training
• Course Objectives
– Identify the Forms Required for an
Investigation
– Practice Interview Techniques
– Understand and Follow the Investigation
Model

31. It is your first day on the job as an investigator and
Jane, an employee in Accounting, just accused her
boss of embezzling $10,000.
What is the first thing you should do?

32. Games are effective tools for learning
because…
They provide interactivity to
the learner and force
cognitive processing.
Is that Fact or Fishy?

33. It wasn’t the game, it was the level of
interactivity within the game.
Fact
In other words, the engagement
of the learner in the game leads
to the learning.
Sitzmann, T. (2011) A meta-analytic examination of the instructional
effectiveness of computer-based simulation games. Personnel
Psychology .Review of 65 studies

34. Games can influence
people to behave in a pro-
social manner.
Is that Fact or Fishy?

35. Fact
Greitemeyer, T. & Osswald, S. (2010) Effective of Prosocial games on prosocial
behavior. Journal of Personality and Social Psychology. Vol. 98 . No. 2., 211-221.

36. 28% helped to
pick up
pencils

37. 33% helped to
pick up
pencils

38. 67% helped to
pick up
pencils

40. 22%
intervened

41. 56%
intervened

42. Recommendations
1) Craft instruction to provide opportunities to increase
engagement and interactivity to increase learning.
2) Teach system components before teaching the entire
process.
3) Animations are not always the best tool for teaching
concepts. Static images tend to work better.
4) Tone of elearning should be conversational.
5) On screen characters can enhance elearning.
6) Two on screen characters (mentor and expert) are
better then one.

43. Recommendations
7) When a graphic is the focus of instruction words should
be spoken rather than presented as text.
8) Use stories rather than bulleted lists to present facts.
9) Present learners with a difficult challenge to engage
and motivate them.
10)Games can influence people to behave in a pro-social
manner.

44. Questions
?
Book Signing