This link has been bookmarked by 489 people . It was first bookmarked on 02 Mar 2006, by Joel Liu.
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The benefit and/or reason why you should learn something needs to come before the actual content
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Use visuals
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We are all visual creatures, and the brian can process visual information far more efficiently than words.
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Redundancy doesn't mean repetition--it means "say the same thing again, but differently." And "differently" can mean:
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different perspective.
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different information channel (channels include things like Graphics, Examples, Prose explanations, step-by-step instruction/tutorial, case studies, exercises, summaries, bullet points, commentary, devil's advocate, Q & A, personal POV, etc.)
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the more senses you engage, the greater the potential for retention and recall.
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Real-life learning is never terse; it's choas and confusion punctuated with moments of insight ("Ah-ha!") and clarity.
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Maintain interest with variety and surprise
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Use conversational language
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People usually learn much more from failures than from being shown everything working correctly or as expected.
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But showing is even better than describing. And even better than showing is letting the learner experience.
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• Use "chunking" to reduce cognitive overhead.
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This IS confusing -- so don't worry if it's still a little fuzzy at this point
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Use seduction, charm, mystery to build curiosity.
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Knowing what--and when--to withold is one of the most powerful tools you have
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Use a spiral model to keep users engaged
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Rather than simply spelling everything out step by step, ask questions, pose multiple and potentially conflicting viewpoints, show the topic from different perspectives, and set up scenarios (and possibly exercises) that allow the learner to use deeper brain processing.
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Remember, we have very little short-term memory (RAM) in our heads. The standard rule is that we can hold roughly 7 things before we must either commit some of it to long-term storage or toss it out to take in something new. And the things you hold in short-term memory vanish as soon as there is an interruption. You look up a phone number, and as long as you repeat it to yourself and nobody asks you a question, you can remember it--usually just long enough to dial the number. By the time you finish talking to the person on the other end of the line, the number is long gone.
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So, as promised in an earlier post, here's a crash course on some of our favorite learning techniques gleaned from cognitive science, learning theory, neuroscience, psychology, and entertainment (including game design)
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the learner's brain will do everything possible to look for something more interesting
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Learning is something that happens between the learner's ears--it's a form of co-creation between the learner and the learning experience. You can't create new pathways in someone's head... your job is to create an environment where the chances of the learner "getting it" in the way that you intend are as high as possible.
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Learning is much more effective if the learner's brain knows why what you're about to talk about matters.
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Michelle Krill"a crash course on some of our favorite learning techniques gleaned from cognitive science, learning theory, neuroscience, psychology, and entertainment (including game design)."
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That does not mean dumbing-down the material, but rather letting the learner know that -- "This IS confusing -- so don't worry if it's still a little fuzzy at this point. It will start to come together once you've worked through the rest of the examples." In other words, let them know that they aren't stupid for not getting it at this point. For especially difficult and complex topics, let the learner know where they should be at each stage, and help them decide whether they need to go back and repeat something. Make sure they know that this repetition is part of the normal learning process, not something they must do because they failed.
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Use the 80/20 principle to reduce cognitive overload
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Dry, academic, formal, lecture-style writing is usually the WORST form of learning content.
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If you're a software developer, another way to think about story-driven learning is to map use-cases to learning stories. Base your learning content around individual use-cases, and put the learner in the center of the use-case.
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07 Jul 11
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One formula (of many) for a successful blog is to create a "learning blog". A blog that shares what you know, to help others. Even--or especially--if that means giving away your "secrets". Teaching people to do what you do is one of the best ways we know to grow an audience--an audience of users you want to help.
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Ken Morrison
One formula (of many) for a successful blog is to create a "learning blog". A blog that shares what you know, to help others. Even--or especially--if that means giving away your "secrets". Teaching people to do what you do is one of the best ways we know to grow an audience--an audience of users you want to help.
It's what I try to do here because--let's face it--you're just not that into me ; ) But I assume (since you're reading this blog) that you ARE into helping your users kick ass. So to make content that's worth your time and attention, I try to make this a learning blog. I reckon y'all could not care less what I had for dinner, who I ate with, or what I think about the latest headlines.
So, as promised in an earlier post, here's a crash course on some of our favorite learning techniques gleaned from cognitive science, learning theory, neuroscience, psychology, and entertainment (including game design). Much of it is based around courses I designed and taught at UCLA Extension's New Media/Entertainment Studies department. This is the long version, and my next post will be just the bullet points with the pictures--as a kind of quick visual summary.
This is not a comprehensive look at the state of learning theory today, but it does include almost everything we think about in creating our books. And although it's geared toward blogs/writing virtually everything in here applies regardless of how you deliver the learning--you can easily adapt it to prentations, user documentation, or classroom learning. And remember, this is a BLOG, so don't expect academic rigor ; ) but I do have references, so leave a comment if there's something in particular you want.
Crash Course in Learning Theory
The long version...
• Talk to the brain first, mind second.
Even if a learner is personally motivated to learn a topic, if the learning content itself isn't motivating, the learner's brain will do everything possible to look for something more interesting. This applies to both getting and keeping attention, as well as memo -
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George SquireAn amusing informal presentation of tips and theory that might prove useful
Learning & Teaching Models in Technology-Enabled Environments
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Daniel CraigI'd term this more instructional theory. However, the suggestions are great. I think that every teacher should now these or at least be able to debate them
theory learningtheory instructionaltheory learning teach instruction education elearning
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Denise MenchacaLearning Theory
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John & Lyn DelanyCrash course in learning theory
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Karen Rawlings-AndersonIrreverent blog, but with useful tips on learning theory- ? good for students
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01 Nov 09
Will StewartOne formula (of many) for a successful blog is to create a "learning blog". A blog that shares what you know, to help others. Even--or especially--if that means giving away your "secrets". Teaching people to do what you do is one of the best ways we know to grow an audience--an audience of users you want to help.
learning theory learning teaching blog creating passionate users Kathy Sierra
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26 Oct 09
germana correaThe learning process in a summarized funny way - nice tips to be explored in a workshop
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In other words, by grouping the symbols into a meaningful, memorable pattern, we reduce the number of individual (and potentially arbitrary) things you have to memorize, and increase the chances.
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It's far more important that they nail the key things than be exposed to everything. Be brutal, be brave, be relentless in what you leave out. Knowing what NOT to include is more important in learning design than knowing what TO include.
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Don't use learning content as a chance to show off your knowledge--that virtually guarantees your content won't be user-friendly. Use it as a chance to help someone's life a little.
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24 Sep 09
Michele BrownA crash course on some of our favorite learning techniques gleaned from cognitive science, learning theory, neuroscience, psychology, and entertainment (including game design).
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Ramón AragónCurso intensivo en la teoría del aprendizaje, son comentarios y reflexiones, muy bueno, hay que terminar de leerlo
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Ramon AragonCurso intensivo en la teoría del aprendizaje, son comentarios y reflexiones, muy bueno, hay que terminar de leerlo
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Shelien HadfieldCrash course in learning theory
One formula (of many) for a successful blog is to create a "learning blog". A blog that shares what you know, to help others. Even--or especially--if that means giving away your "secrets". Teaching people to do what you doheadrush typepad creating passionate users 2006 crash course learning theory formula blog successful learningblog secrets teaching people audience content time attention
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Why? Who Cares? So What?
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12 Apr 09
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One formula (of many) for a successful blog is to create a "learning blog". A blog that shares what you know, to help others. Even--or especially--if that means giving away your "secrets". Teaching people to do what you do is one of the best ways we know to grow an audience--an audience of users you want to help.
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ou ARE into helping your users kick ass. So to make content that's worth your time and attention, I try to make this a learning blog.
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it does include almost everything we think about in creating our books
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Even if a learner is personally motivated to learn a topic, if the learning content itself isn't motivating, the learner's brain will do everything possible to look for something more interesting. -
Learning is not a one-way "push" model.
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Learning is something that happens between the learner's ears--it's a form of co-creation between the learner and the learning experience
-
your job is to create an environment where the chances of the learner "getting it" in the way that you intend are as high as possible.
-
Learning is much more effective if the learner's brain knows why what you're about to talk about matters. The benefit and/or reason why you should learn something needs to come before the actual content.
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To find a "meaningful benefit", play the "Why? Who Cares? So What?" game with someone else. Describe the thing you're trying to explain, to which the other person asks, "Why?" Provide an answer, to which the person then asks, "Who cares?". Provide an answer, to which the person asks, "So?" At this point, when you're nearly ready to kill them for not getting it, you probably have the thing you should have said instead of whatever you said first (and second).
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The most compelling and motivating reason/benefit is almost always the thing you say only after you've answered at least three "Yeah, but WHY do I care?" questions
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Use visuals!
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Use redundancy to increase understanding and retention.
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Redundancy doesn't mean repetition--it means "say the same thing again, but differently
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different perspective
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different information channel
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The best learning experience considers the way you'd learn that particular thing in real life -- but offers it in a safe, simulated, compressed form.
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Maintain interest with variety and surprise.
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Use conversational language.
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Use mistakes, failures, and counter-intuitive WTF?
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People usually learn much more from failures than from being shown everything working correctly or as expected.
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Describing the things that do NOT work is often more effective than showing how things DO work. (We call this the "WTF learning principle").
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showing is even better than describing. And even better than showing is letting the learner experience.
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It's tempting to want to protect the learners from the bumps and scrapes experienced in the real world, but in many cases (with many topics) you aren't doing the learner any favors.
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Use the filmaker (and novelist) principle of SHOW-don't-TELL.
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let them experience how it works by walking them through a story or scenario, where they can feel the bumps along the way.
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But... with one simple change to the way in which the symbols are presented--and without changing the symbols:
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30 seconds gets most people to 100% accuracy in the follow-up quiz. In other words, by grouping the symbols into a meaningful, memorable pattern, we reduce the number of individual (and potentially arbitrary) things you have to memorize, and increase the chances.
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Since stress/anxiety can reduce focus and memory, do everything possible to make the learner feel relaxed and confident.
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This IS confusing -- so don't worry if it's still a little fuzzy at this point. It will start to come together once you've worked through the rest of the examples.
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let them know that they aren't stupid for not getting it at this point
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But you can't do that unless you know how hard it is for a beginner to learn it. As experts, we have a tough time remembering what it was like NOT TO KNOW, so if you're not sure, do the research. One of the best ways to find out what newcomers struggle with is to visit online discussion forums for beginners in your topic.
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a great way to come up with a table-of-contents or topic list, because what you THINK should be a no-brainer might be the one thing everyone gets stuck on, and what you think would be confusing could turn out to be easy for most people.
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you cannot truly put yourself in someone else's shoes unless their brain and background are a very close match for yours.
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Use seduction, charm, mystery to build curiosity.
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If the purpose is learning, the learner has to stay engaged. It's up to you to craft an experience that keeps them hooked. This engagement might be within a single post, or you might offer little cliffhangers or teasers to keep them engaged across multiple posts, if that's what it takes to cover a topic.
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Use a spiral model to keep users engaged.
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Game developers know the importance of "The Next Level", and learning experiences must do the same.
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Each iteration through the spiral should start with a meaningful, motivating goal, followed by the interaction/activity/reading that moves you toward that goal, followed by a meaningful payoff. Ideally, the "meaningful payoff" leads right into the next motivating goal.
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"Imagine you want to do X on your website..." is the goal that starts the topic, but when the topic is complete, the learning content can say, "Now that you have THAT new [superpower capability], wouldn't it be cool if you could do Y?" And off they go into the next round of learning.
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Don't rob the learner of the opportunity to think!
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Rather than simply spelling everything out step by step, ask questions, pose multiple and potentially conflicting viewpoints, show the topic from different perspectives, and set up scenarios (and possibly exercises) that allow the learner to use deeper brain processing.
-
Use the 80/20 principle to reduce cognitive overload.
-
It's far more important that they nail the key things than be exposed to everything.
-
People learn and remember that which they FEEL. Look back at what you've written and if it's dry and lifeless, try to inject some energy. Dry, academic, formal, lecture-style writing is usually the WORST form of learning content.
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Almost any kind of face with a strong expression evokes a part of the brain reserved just for processing faces.
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Never underestimate the power of FUN to keep people engaged.
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so anything associated with fun has a greater chance of being remembered.
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Use stories.
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When we say "stories", we don't necessarily mean actual fictional "John's network went down just as he was plugging in the...", although those do work
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But a "story" can simply mean that you're asking the learner to imagine herself wanting to do a particular thing, and then offering an experience of what that would be like if she were actually trying to accomplish it, with all the ups, downs, false leads, etc.
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A flight simulator, for example, is a kind of story.
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One easy trick for designing story-driven learning is to start each topic with something like, "Imagine you want to do..." and then walk though that experience. It makes the learning organic and real, and helps make sure you get rid of the stuff that doesn't need to be there.
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Use pacing and vary the parts of the brain you're exercising.
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follow a heavy left-brain technical procedure with a big-picture example/story that covers the same topic.
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Memory is a physical/chemical process that happens after you've been exposed to something, and if anything interrupts the process, the memory is not stored. T
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If you want someone to remember something, you must give them a chance to process that memory. Relentlessly presenting new, tough information (like tons of code and complex concepts) without also including chances to reflect, process, think, apply, review, etc. virtually guarantees that much of the learning will be forgotten.
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Remember, it's never about you. It's about how the learner feels about himself as a result of the learning experience.
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Use it as a chance to help someone's life a little.
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A successful learning blog is about helping the readers learn and grown and kick ass!
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best way to ensure a low readership is to assume that readers are into you. Offering users nothing but your opinions, however well-reasoned, might not be enough to make it worth their scarce time and attention.
"If you teach it, they will come."
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Emily O"crash course in learning theory"
Competency-K instructional theory learning theory theory learning education elearning teaching psychology blog howto
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Dan DascalescuGet the learned motivated - provide a meaningful benefit for each topic. Use visuals. Use redundancy to enhance memorization - presenting the same concepts from different perspectives or in different ways. Maintain interest with variety and surprise. Use
learn learning theory course teach teaching howto educate brain writing
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01 Mar 09
Chree PlattOutstanding summary of the preconditions and functional assumptions on how learning can take place.
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26 Feb 09
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lgsiigoOne formula (of many) for a successful blog is to create a "learning blog".
people KathySierra blog communication learning knowledge blogging creativity education toread blogs tips presentation theory productivity psychology brain elearning learningtheory useraxis tutorial training article
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