10 pseudo-scientific myths about learning

10 pseudo-scientific myths about learning

1. Behaviourism2. Learning styles 3. L/R brain theories4. Mozart effect5. Most of Piaget6. Vygotsky7. Maslow8. NLP9. Kirkpatrick10. Get a life not a coach

10 ignored scientific facts about learning

1. Spaced practice2. Cognitive overload3. Chunking4. Order5. Episodic & semantic memory6. Psychological attention7. Context8. Media mix9. Learn by doing10. Peer groups

10 ways to keep courses short

1. Learning objectives 2. ‘Introduction’ 3. Pretty but useless graphics4. Text 5. Audio6. Annoying animation7. Video8. Glossary9. Abandon fixed times10. Happy sheets

10 ways to massively increase retention1. Self- rehearsal2. Take notes 3. Blogging4. Repetition5. Delayed assessment6. Record7. Spaced e-learning8. Mobile technology9. Games10. Simulations

Emaildonald.clark@hotmail.co.uk

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Kirkpatrick STOPS innovative learning

Recommendations

Kill KirkpatrickCustomise to decision makersCustomise to decisionsDon’t harvest - sampleKeep it simple

Binkerhoff’s Success Case Method

- Qualitative analysis- Find out quickly what's working and

what's not- Mining for best and worst cases- All about IMPACT on organisation

Robert Stake's Responsive Evaluation

- Quantitative & qualitative analysis- Observe and respond- Customise to situation

Daniel Stufflebeam's CIPP Model:Context ( needs, assets, and problems within a defined environment)Input (competing strategies & work plans & budgets of selected approach)Process (monitor, document, and assess program activities)Product (impact, effectiveness, sustainability, and scalability)Decision/Accountability-Oriented Evaluation(Stufflebeam, 2001, in Evaluation Models)