It���s okay. You���re allowed to be wrong. – Gapingvoid

August 10, 2017

It’s okay. You’re allowed to be wrong.

Grown Up

 

It’s no wonder we’re afraid to be wrong.

As kids, being wrong meant lower scores on tests – which meant no college, which meant no job, which meant…

Well, we never let it get that far. We were too afraid.

Figuring out how to be wrong and live to tell the tale takes guts. Especially in the workplace. But it’s not just about what we’re willing to do — it’s about who’s around to support us.

That’s why we need to guarantee psychological safety for our teammates.

If we want people to make brave choices, we have to allow them to be wrong. A teammate who’s never secure in their position, or who feels like they have a foot out the door — that’s not who’s going to make your big choices and changes.

There’s no more detention or hall passes or whatever they used to threaten us with.

Now it’s just about doing things that make a difference.

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Using Learning Curves

How it takes more time to master the Bloom top levels.


1

Using Learning Curves

In the introduction to my previous E-Learning Curve Blog post, focussing on the topic of learning curves, I referenced the axiom that ‘practice makes perfect’ – the concept that the acquisition and improvement of new skills, knowledge or expertise are broadly predicated upon the learner’s facility and willingness to rehearse and become more proficient in the tasks or activities being practised.

This is not news. We have all experienced this process, and Behaviorists would venture to assert that perhaps we know it intuitively. What may be more surprising is that the rate and shape of improvement of learning can be described geometrically on a curve.

The concept of the learning curve illustrates a simplified model of learning in which knowledge of a given subject is acquired through a progression of steps. Figure 1 shows a model of an idealized (and simplified, and in no way scientifically nor pedagogically accurate) learning curve applied to Bloom’s Taxonomy. At the lowest levels of the curve, the learner is a novice who then progresses through the various stages of cognitive development, where at each stage they increase in competency until (perhaps up to a decade and / or 10,000 practice hours later) they become an expert, with an overarching competency in the domian being studied.

Figure 1. Bloom’s Taxonomy charted on a learning curve

The learning curve has substantial implications for e-learning: it suggests that practice always helps improve performance, but that the most dramatic improvements happen first, with smaller and smaller incremental improvements being accrued over time. Another implication is that with sufficient practice, learners can achieve comparable levels of performance. For example, extensive practice on mental arithmetic (Staszewski, reported in Delaney et al., 1998) and on digit memorization have turned average individuals into high performers in the discipline.

The learning curve was devised from the historical observation that individuals who perform repetitive tasks demonstrate an improvement in performance as the task is repeated over time. It was first studied empirically in the 1930’s by T. P. Wright. In his text Factors Affecting the Cost of Airplanes, Wright drew three conclusions upon which the current theory and practice surrounding learning curves are based:

  1. The time required to perform a task decreases as the task is repeated
  2. The amount of improvement decreases as more units are produced
  3. The rate of improvement has sufficient consistency to allow its use as a prediction tool

In this study, Wright concluded

that consistency in improvement has been found to exist in the form of a constant percentage reduction in time required over successively doubled quantities of units produced. The constant percentage by which the costs of doubled quantities decrease is called the Rate of Learning.

More…

_________

References:

Delaney, P. F., Reder, L. M., Staszewski, J. J., & Ritter, F. E. (1998). The strategy specific nature of improvement: The power law applies by strategy within task. Psychological Science, 9(1), 1-8.

Wright, T.P. (1936). Factors Affecting the Cost of Airplanes. Journal of Aeronautical Sciences, 3.4 : 122 -128. [Internet] Available from: http://ift.tt/2usEFmK Accessed August 1 2017

Related

The Long Tail, the 80:20 Rule and the role of learning professionalsJuly 24, 2017In “E-Learning”

Experiential Workplace LearningApril 6, 2010In “E-Learning”

A Holistic Approach to Workplace CompetenciesMarch 3, 2010In “E-Learning”

.

.


Using Learning Curves

How it takes more time to master the Bloom top levels.


1

Using Learning Curves

In the introduction to my previous E-Learning Curve Blog post, focussing on the topic of learning curves, I referenced the axiom that ‘practice makes perfect’ – the concept that the acquisition and improvement of new skills, knowledge or expertise are broadly predicated upon the learner’s facility and willingness to rehearse and become more proficient in the tasks or activities being practised.

This is not news. We have all experienced this process, and Behaviorists would venture to assert that perhaps we know it intuitively. What may be more surprising is that the rate and shape of improvement of learning can be described geometrically on a curve.

The concept of the learning curve illustrates a simplified model of learning in which knowledge of a given subject is acquired through a progression of steps. Figure 1 shows a model of an idealized (and simplified, and in no way scientifically nor pedagogically accurate) learning curve applied to Bloom’s Taxonomy. At the lowest levels of the curve, the learner is a novice who then progresses through the various stages of cognitive development, where at each stage they increase in competency until (perhaps up to a decade and / or 10,000 practice hours later) they become an expert, with an overarching competency in the domian being studied.

Figure 1. Bloom’s Taxonomy charted on a learning curve

The learning curve has substantial implications for e-learning: it suggests that practice always helps improve performance, but that the most dramatic improvements happen first, with smaller and smaller incremental improvements being accrued over time. Another implication is that with sufficient practice, learners can achieve comparable levels of performance. For example, extensive practice on mental arithmetic (Staszewski, reported in Delaney et al., 1998) and on digit memorization have turned average individuals into high performers in the discipline.

The learning curve was devised from the historical observation that individuals who perform repetitive tasks demonstrate an improvement in performance as the task is repeated over time. It was first studied empirically in the 1930’s by T. P. Wright. In his text Factors Affecting the Cost of Airplanes, Wright drew three conclusions upon which the current theory and practice surrounding learning curves are based:

  1. The time required to perform a task decreases as the task is repeated
  2. The amount of improvement decreases as more units are produced
  3. The rate of improvement has sufficient consistency to allow its use as a prediction tool

In this study, Wright concluded

that consistency in improvement has been found to exist in the form of a constant percentage reduction in time required over successively doubled quantities of units produced. The constant percentage by which the costs of doubled quantities decrease is called the Rate of Learning.

More…

_________

References:

Delaney, P. F., Reder, L. M., Staszewski, J. J., & Ritter, F. E. (1998). The strategy specific nature of improvement: The power law applies by strategy within task. Psychological Science, 9(1), 1-8.

Wright, T.P. (1936). Factors Affecting the Cost of Airplanes. Journal of Aeronautical Sciences, 3.4 : 122 -128. [Internet] Available from: http://ift.tt/2usEFmK Accessed August 1 2017

Related

The Long Tail, the 80:20 Rule and the role of learning professionalsJuly 24, 2017In “E-Learning”

Experiential Workplace LearningApril 6, 2010In “E-Learning”

A Holistic Approach to Workplace CompetenciesMarch 3, 2010In “E-Learning”

.

.


Myths in Education, or How Bad Teaching Is Encouraged | Moments, Snippets, Spirals

Myths in Education, or How Bad Teaching Is Encouraged | Moments, Snippets, Spirals
http://ift.tt/1WDE0q4

Myths in Education, or How Bad Teaching Is Encouraged
I thought I would not have to blog about these fads again but it seems they have the strange ability to be reborn every single year and surface in professional development courses as well as in tweets, blog posts, and conversations within the education community.

June 28, 2016 at 02:07PM
http://ift.tt/1WDE0q4


Are you designing a MOOC? The EMMA Framework can help! | Emma Project

Are you designing a MOOC? The EMMA Framework can help! | Emma Project
http://ift.tt/28ZlpGx

Are you designing a MOOC? The EMMA Framework can help!
The EMMA 5D MOOC framework is a way to describe the full cycle of MOOC creation and delivery.

June 22, 2016 at 07:28AM
http://ift.tt/28ZlpGx


Free Technology for Teachers: 5 Reasons to Have a Classroom Blog

Free Technology for Teachers: 5 Reasons to Have a Classroom Blog
http://ift.tt/28PkdVK

5 Reasons to Have a Classroom Blog
While I appreciate that the person who wrote that comment on Facebook wants to emphasize the relationship she’s trying to develop with her students, she’s also overlooking the benefits of having a classroom blog. In short, it’s not an “either or” proposition.

June 23, 2016 at 11:48AM
http://ift.tt/28PkdVK


12 Things That Will Disappear From Classrooms In The Next 12 Years –

12 Things That Will Disappear From Classrooms In The Next 12 Years –
http://ift.tt/22roZcY

12 Things That Will Disappear From Classrooms In The Next 12 Years
The classroom is changing because the world is changing. That may not be as true as we’d like it to be–the pace of the change in education lags awkwardly behind what we see in the consumer markets.

May 24, 2016 at 09:13PM
http://ift.tt/22roZcY