The Nurnberg Funnel -cont

How do people begin to learn new technologies?

'having goals and coordinating prior knowledge with new experience is needed for meaningful learning.

motivation to interact meaningfully

From start - driven by own agendas for action ' jumping the gun; skipping, looping an dfailiry to coordinate multiple sources of information.

Whats wrong with systems approach to training?

1. based on literal material imparted
2. learner is penalised for making inferences
3. innate need to make sense- make meaning but penalised for exploration

' use reason and experimentation with cause and effect relationships... noticing discoveries, gaining insights. '

Paradox - need to make meaning but cant make meaning until follow steps?

Characteristics of Technologies Learnings

1. minimalise instructions- smallest obstacles, less overt training structures, accommodates learners meaning making.

2. Training on real tasks - 'people personalise own knowledge and skill through activities, ' make familiar an instance of more general case and produce awareness. '

'identifying with activities - motivation, tasks is learners tasks, under learners conditions, already meaningful since belong to the learner.

how goals and meaningful activities faciliate learning?? ' meaningful tasks linked to meaningful goals remembered' concrete, accurately and more effectively and more durably.' ( Wertsch)

3. Getting started FAST - people learn from induction from concrete experiences...

4. Reasoning and improvising - no one best way, learners need to pose questions to themselves and investigate things to interest them,

learners are CREATING their own materials to learning that can enhance their cognitive processes. NOT JUST CONSUME instructions

focus needs to be on learning by doing..... not doing by reading>>

5. Reading in any order - exploration - small self contained 'units' chunks each make sense independently and dependently of the whole... can miss some units according to interest, needs, etc

6. Coordinating systems training. - flexible, robusts

7. Supporting error recognition and recovery - error is important - recovery from error productive

8. Exploiting prior knowledge- NOVICES? adult learners are never novices.. need to build on prior knowledge to highlight novelty by contrasting with familiarities.

9. Using the situation - the situation provides the curriculum the situation is NOT replaced by the curriculum. Find ways to exploit the DETAILS of the situation eg catering to individual preferences, needs and interests.

10 Developing Optimal Training Designs - What are keys ways to ensure that instructional learning materials enhance rather than obstruct learning?

• synthesis of design elements
• tasks learners want to do
• more ideas and approaches - diversity - creativity

11. Limits of learning -

12. Experienced Users - more deliberate and metacognitve management of own interactions

' experienced learners - may employ functions already know regardless of efficiency

exploit the sense making capabilities and propensities people bring to any learning situation- in order to produce more efficient learning.