Sunday
Feb202005
305 - Memorization vs. Familiarization vs. Referenced Learning
February 20, 2005
Learning TRENDS by Elliott Masie - Feb 20, 2005
#305 - Updates on Learning, Business & Technology
50,157 Readers - www.masie.com - The MASIE Center.
Host of Learning 2005: Oct 30 - Nov 2 - Orlando, Florida
1. Memorization vs. Familiarization vs. Referenced Learning
2. "Iron Learning Designer" Competition @ Learning 2005
1. Memorization vs. Familiarization vs. Referenced Learning: I have pondering the need for us as designers and implementers of Learning to be much more explicit about how we expect learners to acquire and store new content. In addition to traditional Instructional Design, we might add a new dimension that distinguishes between these three types of knowledge "storage":
a) Memorization: We expect the learners to understand and to "memorize" the information or process. This information is so essential or seminal that the learner needs to know this "by heart". For example, I want people to know the difference between the brake and accelerator pedal in a car; to understand what the core functions of a spreadsheet are; or to know what their job description at a memory level. It should be embedded in their brains and can be tested in a "closed book" exam, if necessary.
b) Familiarization: There is other knowledge that we want learners to know at a familiar level but not necessary at a memory level. This usually means that the learner needs to know as aspect of the information, but not all of it at a memory level. They can go on-line or to a reference text to get the rest of the information if and when they require it. At familiarization, we might hope that the learner understands the vocabulary or concept level of the new content, but not need to know the step by step function. At new employee orientation, I might teach people the concept of a leave of absence, but not teach the steps for actually applying or taking one. We can test these learners at the conceptual level or give them a task to see if they can combine their familiarization with reference material to master the content.
c) Referenced Learning: There is also a large set of content, where the learner doesn't even need to be very familiar with the knowledge, IF they can access it if and when they need it. As a trainer, all I might do is to highlight and teach the tools of referencing, such as Google, a specific corporate intranet or an on-line help system. It might even be the ability to access a knowledge management process that would highlight a person in the organization that they could reference. Once again, we could test their competency at REFERENCING the knowledge.
I am focusing on these three levels because we generally don't distinguish between them in our designs or instruction. Learners often are confused about where to allocate their study or learning energy. If we could be more specific, even at the level of color coding the knowledge, the learner could be much more efficient in their efforts. In school or certification classes, the closest thing to this is the "Will it be on the exam?" question from students. But, we can do much better. The growth of e-Learning and other Performance assets, gives us a chance to incorporate these levels into our design, our materials and our instruction. Any reactions? Send me a note to emasie@masie.com
2. "Iron Learning Designer" Competition @ Learning 2005: We are very excited to announce a fun and serious component of Learning 2005:
"Iron Learner Designer" Competition
in the x-Learn Design Stadium
Based on the "Iron Chef" Television Show, the "Iron Learning Designer" competition will give teams of participants the chance to do a Rapid Learning design, in competition with other groups, focused on a "secret ingredient" such as Diversity, Compliance, Leadership, System Synchronization or other topic. Imagine creativity, speed, divergent design and even "off-shore" development of some of these designs. If you would like to volunteer to help structure "Iron Learning Designer" at Learning 2005, please send me an email to emasie@masie.com Information about Learning 2005 (Oct 30 to Nov 2 - Orlando) is available at http://www.learning2005.com
Upcoming MASIE Center Events:
- e-Learning ASIA - Hong Kong
- IT & Systems Learning - Philadelphia
Information and registration at http://www.masie.com
#305 - Updates on Learning, Business & Technology
50,157 Readers - www.masie.com - The MASIE Center.
Host of Learning 2005: Oct 30 - Nov 2 - Orlando, Florida
1. Memorization vs. Familiarization vs. Referenced Learning
2. "Iron Learning Designer" Competition @ Learning 2005
1. Memorization vs. Familiarization vs. Referenced Learning: I have pondering the need for us as designers and implementers of Learning to be much more explicit about how we expect learners to acquire and store new content. In addition to traditional Instructional Design, we might add a new dimension that distinguishes between these three types of knowledge "storage":
a) Memorization: We expect the learners to understand and to "memorize" the information or process. This information is so essential or seminal that the learner needs to know this "by heart". For example, I want people to know the difference between the brake and accelerator pedal in a car; to understand what the core functions of a spreadsheet are; or to know what their job description at a memory level. It should be embedded in their brains and can be tested in a "closed book" exam, if necessary.
b) Familiarization: There is other knowledge that we want learners to know at a familiar level but not necessary at a memory level. This usually means that the learner needs to know as aspect of the information, but not all of it at a memory level. They can go on-line or to a reference text to get the rest of the information if and when they require it. At familiarization, we might hope that the learner understands the vocabulary or concept level of the new content, but not need to know the step by step function. At new employee orientation, I might teach people the concept of a leave of absence, but not teach the steps for actually applying or taking one. We can test these learners at the conceptual level or give them a task to see if they can combine their familiarization with reference material to master the content.
c) Referenced Learning: There is also a large set of content, where the learner doesn't even need to be very familiar with the knowledge, IF they can access it if and when they need it. As a trainer, all I might do is to highlight and teach the tools of referencing, such as Google, a specific corporate intranet or an on-line help system. It might even be the ability to access a knowledge management process that would highlight a person in the organization that they could reference. Once again, we could test their competency at REFERENCING the knowledge.
I am focusing on these three levels because we generally don't distinguish between them in our designs or instruction. Learners often are confused about where to allocate their study or learning energy. If we could be more specific, even at the level of color coding the knowledge, the learner could be much more efficient in their efforts. In school or certification classes, the closest thing to this is the "Will it be on the exam?" question from students. But, we can do much better. The growth of e-Learning and other Performance assets, gives us a chance to incorporate these levels into our design, our materials and our instruction. Any reactions? Send me a note to emasie@masie.com
2. "Iron Learning Designer" Competition @ Learning 2005: We are very excited to announce a fun and serious component of Learning 2005:
"Iron Learner Designer" Competition
in the x-Learn Design Stadium
Based on the "Iron Chef" Television Show, the "Iron Learning Designer" competition will give teams of participants the chance to do a Rapid Learning design, in competition with other groups, focused on a "secret ingredient" such as Diversity, Compliance, Leadership, System Synchronization or other topic. Imagine creativity, speed, divergent design and even "off-shore" development of some of these designs. If you would like to volunteer to help structure "Iron Learning Designer" at Learning 2005, please send me an email to emasie@masie.com Information about Learning 2005 (Oct 30 to Nov 2 - Orlando) is available at http://www.learning2005.com
Upcoming MASIE Center Events:
- e-Learning ASIA - Hong Kong
- IT & Systems Learning - Philadelphia
Information and registration at http://www.masie.com
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