When Is Learning Successful?

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Following an exciting talk with colleagues from all over the globe about learning, one subject kept popping up: program. The cultural differences in learning varied, but all appeared to agree that genuinely successful “learning” is if it can be implemented to benefit or improve a circumstance. With a focus on information –mainly completion information –is that enough of a metric to be sure that learning is beneficial to the end goal?
What Is the Application Of Learning?
I’ve worked in global education for a few years, and one stark gap was the use of knowledge. The anticipation in most education systems is to imbibe data and regurgitate this through a dynamic network of exams/tests. The expectation to perform highly in examinations is often drilled into us as young children. But across cultures, this has started to shift: the use of knowledge in unknown situations is a skill in itself. If our newfound skills can not be used by us or in fact, our own life has in no way enhanced, then was studying successful?

It is effortless to fall into the trap of using the information to quantify success if it’s eLearning. Tick, if employees finish their training, exceptional. If employees complete their training with a pass mark of >80%, even better! But has that understanding been discovered? Completion is not the same as understanding. Utilizing data is a simple method graph presented, and precise measurements ignored to fit the short. We don’t always get the whole picture.
We can hope that amounts reflect the individual reaction, but how can we make sure? At any learner journey’s beginning, it’s beneficial to sit down with colleagues and employees and know the benefit. We can begin to work backward if we could know how the new knowledge will be implemented. This makes it a lot easier to recognize how we’ll measure success and, above all, the success for employees. This is why I am a winner of the information. People.

Qualitative Data Is Our Hero

I was once upon a time told in an older psychology lesson which we can only recall three numbers before we begin faltering–pro suggestion: it’s much easier to remember amounts if put together, for example, “63, 45, 92” when trying to recall 634592. However, just how much of a story can you recall? You can tell me plotlines of films yesterday evening and precisely what occurred in your Netflix binge-worthy show.

Take this method of learning

Their Program was completed by 90 percent of individuals
A rate allowed learners to finish their course successfully
Luke worked hard to achieve them: a few hours here, 15 mins there when potential and set goals. This effort paid off, and he surpassed his goal of 1 hour a week. His dedication to improving his Excel skills wasn’t appreciated by himself but by colleagues and management, also. After six weeks, Luke and his team had completed the course. Luke was quicker he could get reports out on time, and he was focused on the task at hand. Clients were more joyful, colleagues were more joyful, and Luke went on to rule the entire world.
Ok, maybe that last bit has been a step too far, but you get the picture. We can observe the reason that is true for studying by focusing on the image. Yes, there are always tangible ROI metrics that should ever be measured–productivity, client satisfaction, ESAT scores, etc..
We’ve carried, and we are learning from our clients about business practices. But we shouldn’t be so fast to dismiss measurements. They are vital in knowing whether learning has been beneficial to the student — and the wider community — and, above all, that it was successfully implemented after completion although harder to quantify.
I am interested to hear your ideas on what — we should be measuring — or the way and what you think makes learning powerful.

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