Page 36 - Computer Based Training OUM

3. Types of Concepts

 Two basic classes of concepts: concrete and abstract
 Concrete concepts have defined parts and boundaries that

you can draw and label. "Bicycle", "house", and "chair" are
examples

 Abstract concepts are less tangible and cannot be directly
represented using graphics. Examples of abstract concepts

include "integrity", "credit", "deposit", and "concept."
4. Identifying Technical Concepts

 A good way to identify your concepts is to examine the
steps you have documented in your procedures

 Be alert for any terminology unfamiliar to your learners
that would qualify as a concept

 One good way to identify your technical concepts is to
refer to the steps you have listed in your action or decision

tables
5. Learning Concepts at the Remember and Application

Levels
 At the remember level, the employee can recall the
major critical features of the concept

 The real reason for teaching concepts in workforce learning

is to help employees identify the tools or technical terms
they will be using in their jobs
 The ability to distinguish a concept is called

discrimination

 At the application level, the employee can identify or
discriminate the
concept by picking a valid example from a number of

similar items
 In some cases, concept discrimination is the primary skill

required by the job
 In other situations, concept discrimination is a supporting

knowledge linked to a larger procedure
6. Writing Concept Learning Objectives at the Application Level