Constructivism, feedback, motivation and the role of the learner and trainer

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Constructivism

Humans are not like sponges: we do not just soak up knowledge. Training isn’t a matter of organising knowledge and pouring it into our heads. Learning is much more than just memorising facts and rules. Research has shown that when we learn, we build a mental model of the real world. We use that model to make sense of our experiences and to plan our actions.

If the mental model corresponds fairly well to the real world, then our actions bring the results we expect. Faulty models, however, mean we make mistakes.

If we get feedback suggesting our mental model is inadequate, we usually adjust it using a trial-and-error method.

First, we form a mental model of reality.

Next, we use it. The better our model, the better the results.

Feedback on the results of our actions helps us adjust our mental models, making them more and more accurate.

Feedback

All learning is essentially a trial and error process. Feedback is essential. Good training provides lots of opportunities to use mental models and get immediate feedback so we can fix faulty models. With experience, a trainer discovers the most common misconceptions and provides training exercises and activities which expose them to the learner. Fast, accurate feedback is also necessary to reassure learners they are on the right track.

Experience Our prior learning has an important effect on: the misconceptions we are likely to make the types of learning activities and exercises we will find most helpful our attitudes and motivation with respect to training. Do not underestimate this factor, or assume the response to training is totally within the learner’s control: learning physically “rewires” our brains. Current research suggest the changes in the brain imposed by learning are permanent and irreversible.

Motivation

Unfortunately, we tend to become emotionally attached to some of our mental models, no matter how faulty they are. Some people repeatedly fall for Get-rich-quick schemes, convinced there is an easy road to wealth. Others fall into one bad relationship after another, because they are
unwilling to give up unrealistic ideas of love and romance.

In this situation, logic is not sufficient to provoke the learner into correcting a misconception: a powerful emotional motivation is required.
A major problem in assessing the effectiveness of training programs is the degree to which the results depend on the attitude of the learner. If you are willing to use sufficiently Machiavellian or Draconian methods you can modify the behaviour of an obstinately uncooperative and unwilling trainee. However, this is expensive, time-consuming, very bad for workplace relationships (probably illegal) and will ultimately result in very little learning.

Trainer and learner

Effective training requires the active participation of the learner and the cooperation of the trainer in catering to the learner’s needs.
The trainer’s role is to collect the resources and provide the environment in which learning can take place quickly and effectively, ensuring a constant flow of feedback, and ultimately, an objective assessment of the learning which has occurred.

References

Krathwohl, David R., Benjamin S. Bloom,
and Bertram B. Masia. (1964). Taxonomy of Educational Objectives: The Classification of Educational Goals.

Handbook II: Affective Domain. New York: David McKay Co., IncBloom Benjamin S. and David R. Krathwohl, (1956).

Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners.

Handbook I: Cognitive Domain. New York: Longman, Green Gronlund, Norman E. (1970). Stating Behavioral Objectives for Classroom Instruction. New York: Macmillan

http://tip.psychology.org/taxonomy.html
http://www.olemiss.edu/depts/
educ_school2/docs/stai_manual/
manual10.htm
http://chiron.valdosta.edu/whuitt/col/
affsys/affdom.html
http://faculty.washington.edu/~krumme/
guides/bloom.html

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What is Learning? Constructivism Types of Learning Expertise and Creativity Formal Training Short-term memory Associative memory, Repetition & Encoding Associative memory and the Zebra Accountability and Assessment Validity and reliability More Validity Testing and the IQ test The Adult Learner Back to Gryphon Home	Constructivism Humans are not like sponges: we do not just soak up knowledge. Training isn’t a matter of organising knowledge and pouring it into our heads. Learning is much more than just memorising facts and rules. Research has shown that when we learn, we build a mental model of the real world. We use that model to make sense of our experiences and to plan our actions. If the mental model corresponds fairly well to the real world, then our actions bring the results we expect. Faulty models, however, mean we make mistakes. If we get feedback suggesting our mental model is inadequate, we usually adjust it using a trial-and-error method. First, we form a mental model of reality. Next, we use it. The better our model, the better the results. Feedback on the results of our actions helps us adjust our mental models, making them more and more accurate. Feedback All learning is essentially a trial and error process. Feedback is essential. Good training provides lots of opportunities to use mental models and get immediate feedback so we can fix faulty models. With experience, a trainer discovers the most common misconceptions and provides training exercises and activities which expose them to the learner. Fast, accurate feedback is also necessary to reassure learners they are on the right track. Experience Our prior learning has an important effect on: the misconceptions we are likely to make the types of learning activities and exercises we will find most helpful our attitudes and motivation with respect to training. Do not underestimate this factor, or assume the response to training is totally within the learner’s control: learning physically “rewires” our brains. Current research suggest the changes in the brain imposed by learning are permanent and irreversible. Motivation Unfortunately, we tend to become emotionally attached to some of our mental models, no matter how faulty they are. Some people repeatedly fall for Get-rich-quick schemes, convinced there is an easy road to wealth. Others fall into one bad relationship after another, because they are unwilling to give up unrealistic ideas of love and romance. In this situation, logic is not sufficient to provoke the learner into correcting a misconception: a powerful emotional motivation is required. A major problem in assessing the effectiveness of training programs is the degree to which the results depend on the attitude of the learner. If you are willing to use sufficiently Machiavellian or Draconian methods you can modify the behaviour of an obstinately uncooperative and unwilling trainee. However, this is expensive, time-consuming, very bad for workplace relationships (probably illegal) and will ultimately result in very little learning. Trainer and learner Effective training requires the active participation of the learner and the cooperation of the trainer in catering to the learner’s needs. The trainer’s role is to collect the resources and provide the environment in which learning can take place quickly and effectively, ensuring a constant flow of feedback, and ultimately, an objective assessment of the learning which has occurred. References Krathwohl, David R., Benjamin S. Bloom, and Bertram B. Masia. (1964). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook II: Affective Domain. New York: David McKay Co., IncBloom Benjamin S. and David R. Krathwohl, (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. New York: Longman, Green Gronlund, Norman E. (1970). Stating Behavioral Objectives for Classroom Instruction. New York: Macmillan http://tip.psychology.org/taxonomy.html http://www.olemiss.edu/depts/ educ_school2/docs/stai_manual/ manual10.htm http://chiron.valdosta.edu/whuitt/col/ affsys/affdom.html http://faculty.washington.edu/~krumme/ guides/bloom.html