Millennials, Goldfish & Other Training Misconceptions by Clark N. Quinn

Author:Clark N. Quinn [Quinn, Clark N.]
Language: eng
Format: epub
ISBN: 9781947308381
Publisher: Association for Talent Development
Published: 2018-06-15T00:00:00+00:00

CITATIONS

Willingham, D.T. 2006. “How Knowledge Helps: It Speeds and Strengthens Reading Comprehension, Learning—and Thinking.” American Educator 1:30.

Van Merriënboer, J.J.G. 1997. Training Complex Cognitive Skills: A Four-Component Instructional Design Model for Technical Training. Englewood Cliffs, NJ: Educational Technology Publications.

LEARNING SUPERSTITIONS

Superstitions around learning aren’t propagated as explicit claims about what people should do, so much as they are prevalent practices that persist despite their lack of value. And such beliefs can influence decisions in terms of products to support learning design or the learning design itself. They may be embodied in the feature suite of authoring tools or emerge in practice. In either case, if they’re not valuable, they’re wasted effort and lead to bad design.

Many learning superstitions are driven by expediency. It appears that when we try to accomplish the holy trinity of product creation (fast, cheap, and good), the reality usually ends up as a “pick two” compromise erring on the side of fast and cheap. When a designer is presented with content files and expected to work in timeframes for course creation on the order of days, that’s creating unrealistic expectations.

This section calls out a representative selection of these superstitions, covering most of the problems and explaining why they can’t be real. This isn’t to say anyone’s explicitly saying “Do this,” but these superstitions are widespread in learning design. And they’re bad practice.

Seriously, these practices violate known properties of our brains, and we should be professional enough to push back against requests that lead us to err in these ways. Here, I hope to give you the ammunition you need to avoid these steps.

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