Page 61 - Computer Based Training OUM

ii. The Critical Incident Technique: Deriving Guidelines from

Stories

iii. The Worked-Problem Technique: Getting Inside the Mind

7. Combine Research Approaches

 In general, it's a good idea to use a combination of

techniques, including literature reviews or interviews of
recognized experts and observations, with interviews of

independently validated top performers and/or analysis of
top work products

 As a secondary benefit, the direct involvement of the target
group will promote greater buy-in to the resulting training

8. Learning Principle-Based Tasks at the Remember and Application
Levels

 At the remember level, the worker can recall or recognize
the guidelines

 At the application level, the learner must perform tasks in
ways that are congruent with the guidelines presented

9. Writing Far-Transfer Learning Objectives at the Application Level

 If your lesson tasks are far transfer, your main lesson
objective should be written at the "application-of-a-

principle" level

 Your lesson must engage learners through explanatory

visuals and frequent application level interactions that use
at least four of the seven response facilities

10. Training Far-Transfer Tasks: Overview
 In far-transfer training the approach must be different. Your

goal is to build mental models that can be adapted to
changing situations.