Page 62 - Computer Based Training OUM

 To accomplish this, first present the guidelines, followed by
several varied context worked examples that illustrate how
the guidelines can be applied in diverse circumstances

 To ensure that learners process these examples, add some
self-explanation questions

 In addition, some non-examples of applying guidelines are
often useful

 Discussion of ways to improve the ineffective examples
should be designed into the exercise

 Use analogies when you can derive a metaphor that will help
learners quickly grasp the new knowledge

 Finally, the trainee must practice applying the guidelines in a
series of exercises, usually presented in the form of case

studies
11. Training Far-Transfer Tasks

 Regardless of the delivery media (classroom or computer),
you will use similar instructional methods that include

statements of the guidelines, worked examples that elicit
explanations or comparisons, non-examples, and sometimes
analogies

 In addition you will assign practice that requires learners to

apply guidelines to various job-realistic case scenarios. You
can take two approaches to the sequencing of these
methods:

i. An Instructive Approach: State the Principle and Guidelines
ii. An Inductive Approach: Derive the Principle and Guidelines

from Examples
12. Teaching Far-Transfer Tasks in the Classroom

 We have seen that in the teaching of principles a statement
of the principles and guidelines accompanied by diverse

worked examples and non-examples make up the major
informational displays. In addition, use analogies when
practical

13. Teaching Far-Transfer Tasks in e-Learning