Page 47 - Computer Based Training OUM

iii. Provide drill and practice via e-learning to automate factual

information when job aids are inappropriate
iv. Provide mnemonics as memory aids

10. Evaluating Learning of Facts
 Once you have designed some practice exercises that

require learners to use the factual information needed to
complete job tasks, you have a good format for design of

test items to evaluate instructional effectiveness

Study questions

1. Describe the factual information.
2. List THREE (3) types of facts

3. How to write learning objectives for factual information?
4. What is the reference-based training?

5. Describe FOUR (4) alternatives to practice facts

Frequently Asked Questions

1. What is the difference between concepts and facts?

Unlike concepts, in which all members of the group share

common properties, facts are unique, one-of-a-kind types of
information. Specific data such as codes and passwords,

unique interface screens, and forms are common examples of
factual information

2. Why factual information is unique?

Factual information is unique because it can only be memorized.
This means that factual information can only be held "as is" in

memory; it cannot be transformed, as can the other types of
content

3. How to train facts in the classroom?

Depending on which type of fact you are training, you can use

diagrams for concrete facts and use tables and lists for data

4. What is unique feature of e-Learning in teaching factual
information?