Principles of learning in training

• 1. Principles of Learning in TrainingAri Sudan Tiwari Ph. D.

2. LearningChange in behaviour: Adaptive or maladaptiveOccurs through practice and experienceDoes not occur through maturation, fatigue or species-specificbehaviourRelatively permanent 3. Products of LearningLearning of ideas and conceptsLearning of behaviours and skillsLearning of attitudes and values 4. Theory of classical conditioning: Ivan P. Pavlov When a neutral stimulus (conditioned stimulus, CS) ispaired with a natural stimulus (unconditioned stimulus,UCS), neutral stimulus alone acquires the ability to elicitthe response (conditioned response, CR) which naturallyoccurs (unconditioned response, UCR) after natural stimulus 5. Paradigm of classical conditioningStimulusResponseNeutral/Conditioned Stimulus No responseNatural/Unconditioned Stimulus Unconditioned responseContinuous pairing of the two stimuliNeutral/Conditioned Stimulus (alone)Conditioned responseBehavioural implication: Learning of negative emotional responses 6. Theory of instrumental conditioning: B. F. Skinner Increases the likelihood ofDesirable behaviourChange in theBehaviour environment Decreases the likelihood of Undesirablebehaviour 7. Paradigm of instrumental conditioning Nature of the event following a response Appetitive Aversive Positive reinforcement PunishmentConsequence of aOnset of (Increases the likelihood (Decreases the event response of behaviour)likelihood of behaviour) Omission ofNegative reinforcement Terminationreinforcement (Increases the likelihood of event(Decreases the of behaviour)likelihood of behaviour) 8. Conditioning theories and training processApplying concepts of generalization and discriminationShaping of complex behaviours: Method of SuccessiveApproximationProgrammed learningPersonalized system of instruction (PSI)Personalized application of learning paradigm 9. Using punishment in training processMild punishment with explanationConsistent punishmentCloser in time and place of behaviour being punishedStrengthening desired behaviour while punishing theundesired one 10. Cognitive learningLearning without being involved in any active processSelection of information from the environmentMaking alterations in the selected informationAssociating the items of information with each otherElaborating information in thoughtStorage of informationRetrieval of information when needed 11. Observational learning: Albert Bandura Attention process Retention processLatent Learning Motivational process Behavioural production 12. Transfer of learningDependency of human learning or performance on priorexperience Types of transfer of learningThe effect-perspective: Positive vs. Negative transferThe situation perspective: Specific vs. General, Near vs. FartransferThe process perspective: Reproductive vs. Productive 13. MemorySensory Register Short Term MemoryLong Term MemoryVision: Up to 1 second; Up to 30 SecondsDays, months, years or Duration Auditory: Up to 5 Seconds lifetimeRelatively large: Up to 16Relatively small: Up to Unlimited Capacityitems 72 chunksAttention and recognition:Rehearsal: Rehearsed TransferAttended and recognized items transfer into LTM - Processitems transfer into STMType of Copy of input Sounds, visual images,Semantics, life eventsInformation words, sentencesDecay of traceDisplacement of old No real forgetting; FaultyProcess ofinformation by new oneorganization of information,ForgettingInappropriate retrieval cue,Interference 14. Types of long term memorySemantic memory: Words and meanings; relations amongwords; rules of use in language and thinkingStorage in highly organized and associative mannerStable in natureProcedural memory: Associations between situations, eventsand actionsEpisodic memory: Memory of events in our lives in relation tothe time and place of their occurrences 15. ForgettingLoss of information from the memory store Process of forgettingDecay of traceDisplacement of informationRetrieval problemsForgetting B(Proactive interference)InterferenceLearning A Learning BForgetting A (Retroactive interference) 16. Improving memoryMnemonics: AcronymsThe Method of LociDeeper level of analysis: Association and elaboration ofinformationChunkingMaking story by relating items 17. Learning: Theory to practiceLearning is an experience which occurs inside the trainee and isactivated by the trainerTrainer is a facilitatorCreate an atmosphere where trainees are free to explore ideasVery little learning takes place without personal involvement andmeaning on the part of the trainee 18. Learning: Theory to practiceLearning is the discovery of the personal meaning and relevance ofideas Trainers should relate the lessons to the needs, interests and problems of the traineesLearning is an evolutionary process Results cannot take place overnight Trainers should be patient with trainees 19. Learning: Theory to practiceLearning is sometimes a painful processBehavioral change often calls for giving up the old andcomfortable ways of believing, thinking and valuingThe process of learning is emotional as well as intellectualLearning is affected by the total state of the individual 20. Learning: Theory to practiceThe process of problem solving and learning are highly unique andindividualTrainees have unique learning stylesMake trainees aware of their learning and problem solvingstyles: help them improve 21. Learning: Theory to practicePrior knowledge can help or hinder learningPrior knowledge is the lens through which we view all newinformationConnect new information to accurate information they alreadypossess 22. Learning: Theory to practiceMotivation generates, directs and sustains learning behaviorMotivation influences the amount of time and effort traineesdevote to learning and supports their continued engagementwhen difficulties ariseThe way trainees organize knowledge determines how they use itWe need to help trainees learn to organize knowledge 23. Learning: Theory to practiceMeaningful engagement is necessary for deeper learning Posing and answering meaningful questions about concepts, making analogies or attempting to apply the concepts or theories to solve problems Leads to more elaborate, longer lasting and stronger representations of the knowledge 24. Learning: Theory to practiceMastery requires developing component skills and knowledge,synthesizing and applying them appropriately Many activities actually involve a synthesis of many component skills To master these complex skills, trainees must practice and gain proficiency in the discrete component skills Give opportunities to practice the skills 25. Learning: Theory to practiceGoal-directed practice and targeted feedback are critical to learningInvolves working toward a specific level of performance andcontinually monitoring performance relative to clearly definegoals 26. Learning: Theory to practiceTrainees must learn to monitor, evaluate and adjust theirapproaches to learning to become self-directed learnersTrainees must become conscious of their thinking processesRequire them to explicitly monitor, evaluate and reflect on theirown performance and provide them with feedback on theseprocesses 27. Learning: Theory to practice Since trainees develop holistically, their learning is affected by the social, emotional and intellectual climate of training situationFeeling of support and respectIntellectual and creative risksRidicule and persecutionDisengagement and poor performance 28. Steps of effective training process1. Gain attention: stimulate the learners interest in the subject2. Inform the objectives of training: Let the trainees know what they will be learning, stimulates the internal process of expectancy and helps motivate the trainee to complete the lesson3. Recall Prior Knowledge: Get the trainees to think about what they already know and associating new information with prior knowledge which can facilitate the learning process 29. Steps of effective training process4. Present Content: Content should be chunked and organizedmeaningfully and variety of media should be used if possible5. Provide Guided Learning: Guidance strategies should includethe use of examples, non-examples, case studies, graphicalrepresentations, mnemonics and analogies6. Elicit Performance: Facilitate the learner to practice the new skillor behavior 30. Steps of effective training process7. Provide Feedback: Inform learners of their performance and provide specific and immediate feedback of their performance8. Assess Performance: Evaluate learners on their knowledge, behaviour and skills9. Enhance Retention and Transfer: Aid learners in remembering and applying the new skill 31. The only kind of learning which significantly influencesbehaviour is self-discovered or self-appropriated learning,truth that has been assimilated in experience. -Carl Rogers Thank You