#TXCME15
Brian S McGowan, PhD Chief Learning Officer
ArcheMedX, Inc.
@briansmcgowan
Do CME Learners Really Differ Across Generations?
#TXCME15
Objectives:
Following this session attendees should be prepared to:
1. explore (through an interactive discussion) the question, how do CME learners really learn?
2. describe 4 natural actions learners rely on while consuming educational content
3. identify best practices to mitigate the extraneous load learners confront in traditional learning environments
4. design critical strategies that can be incorporated into your educational program/activities to support more effective and efficient learning
5. recognize similarities and differences of learners across generations
#TXCME15
Critical Take-Aways:
1. The Cognitive Load of learners is a critical bottleneck that limits the impact of educational interventions or learning experiences.
2. The Learning Actions Model is an novel instructional design technique that frees up working memory by minimizing extraneous load
3. Leveraging Agile Education Design ensures that the learning experience and the learning environment are refined and optimized over time
4. …apply these insights to decide whether generational differences materially impact learning effectiveness
#TXCME15
Working Memory and Cognitive Load (1988)
1. Working memory can only process seven elements of information at any given time.
2. Working memory creates a ‘‘bottleneck’’ for learning.
3. When the cognitive load associated with a task exceeds the learner’s WM capacity, performance and learning is impaired.
#TXCME15
Deconstructing the “Load” Bottleneck
Schemata construction:
1. Activating prior knowledge;
2. Comparing new information with what they already know
3. Elaborating knowledge
#TXCME15
What’s load got to do with it…
Intrinsic load: relationship between content and learner
Extraneous load: environment of learning/teaching
Germane load: attention or motivation
#TXCME15
Overcoming the “Load” Bottleneck
Intrinsic Load:
“intrinsic load cannot be altered by instructional interventions without either simplifying the task to be learned or first enhancing the expertise of the learners by providing preparatory training prior to the task.”
Extraneous Load:
1. Instructional Design
2. Structured Information
3. Content Presentation
4. Learning Environment
#TXCME15
Pacing Information Consumption: Rhythm
Rate and rhythm science
• Density • Intensity • Dead-spots • Complexity
#TXCME15
Reflection Point #1
Do you believe that the memory science is affected by
age/generational differences?
#TXCME15
RESEARCH: How do learners learn?
Interviewed ~300 clinician* learners to:
1. Deconstruct the‘process of learning’
2. Explore the how and when
3. Assess how effective and efficient learners were at the‘process of learning’
* Cohort included physicians, residents, medical students, specialists, generalist, & allied health professionals
#TXCME15
What Did We Find? = The Natural Learning Actions
There are 4 generally acknowledged actions learners believe drives effective learning
Education planning, development, and delivery that does not support the 4 Natural Learning Actions is at risk of remaining ‘minimally effective’
(2013)
#TXCME15
Natural Learning Actions: Note Taking
Learners acknowledge a jerry-rigged system of notebooks, index cards, post-its, and spare paper/pads.
#TXCME15
Natural Learning Actions: Reminders
Learners acknowledge a failed framework that includes calendars, to-do lists, dogged-eared notebook pages, and emails.
#TXCME15
Natural Learning Actions: Search
Learners acknowledge that as new questions arise within the learning process their attention becomes fragmented as they struggle to search for answers.
#TXCME15
Natural Learning Actions: Nudges
Learners acknowledge that they often look to faculty and/or other learners to nudge their own process of learning (how/when they take notes, set reminders, and search).
#TXCME15
The Natural Learning Actions: A Requisite, But Unevolved, Skillset
4 Natural Learning Actions
#TXCME15
Impact on Educational Planning
Experience must be structured to simplify learning and centralize the natural learning actions
Planners MUST measure if and how learning is occurring
Planners MUST react to what is or isn’t working…
Learning Actions Model
#TXCME15
Reflection Point #2
Do you believe that the process of learning is affected by
age/generational differences?
#TXCME15
There’s never been a perfect activity…
Given the challenges of the cognitive learning process (i.e., intrinsic load, extraneous load, germane load…)
Given the complexity of instructional design, structured information, content presentation, learning environment, and unevolved natural learning actions
Given the heterogeneity of audiences, teams, and/or culture
Our activities will NEVER be perfect right out of the gate… ergo, it is a process!
#TXCME15
The Importance of “Agile Education Design”?
Agile Planning Loops
An umbrella term for a planning/operations approach that is viewed as ‘on-going’ and broken into smaller pieces flexible enough to be refined as data dictates…
Learning Actions Model
#TXCME15
1. You must be able to measure
2. You must be able to analyze
3. You must be able to adapt
3 Critical Elements of Agile Education Design
1. You must be able to measure
2. You must be able to analyze
3. You must be able to adapt
#TXCME15
1. The more (good) data, the better…
Pre- and post-test data
Intra-activity polling
Follow-on survey
Question-specific data
• Answer-option specific data
Learning action data
Social learning data
Team performance data?
#TXCME15
2. Data is not informative without analysis!
Predefine your intended datasets
Operate within your limitations.
Identify the requisite resources and competencies
Can you claim causality?
Are you generating new hypotheses?
#TXCME15
3. How ‘agile’ are your activities?
Is change possible? 1. Content 2. Experience (environment) 3. Measurements
Do you have requisite resources/competencies?
Productivity/Efficiency?
VERSUS
#TXCME15
Agile Design Ensures Improved Outcomes
Launch
Adapt 1
Adapt 2
Adapt 3
SMART Goal
Reconciliation TIME
IMPA
CT
#TXCME15
Summarize Agile Education Design in IPE
1. Measure – the more (good) data, the better
2. Analyze – but only if you are prepared to analyze and interpret these data
3. Adapt – and only if you are able to refine and enhance the activities
#TXCME15
Agile Design Ensures Optimal Load Reduction
Is extraneous load being minimized?
• Better design
• Better structure
• Better content
• Better environment
Are learners’ intrinsic loads being optimized?
#TXCME15
Reflection Point #3
Do you believe that an agile educational planning process can be used to identify, verify, and address
age/generational differences (efficiently)?
#TXCME15
(my) Summary and (your) Conclusions
Memory Science Deconstructed Process of Learning
Agile Educational Design
+
Generational Differences?