Myth #2: Presenting information equals effective training

Dr. M. David Merrill argues that presenting information alone is not instruction. He suggests that the most basic level of instruction is showing the application of information to specific situations (i.e., worked examples). And the gold standard of instruction is when tasks are learned within a whole problem context. (First Principles of Instruction, 2020)

Reality

The Well-Designed Framework for Digital Courses, inspired by the problem-centered instruction model from Dr. M. David Merrill, is a proven approach for designing highly effective, engaging, and efficient learning experiences.

Research-backed alternatives

The four instructional events of the Well-Designed Framework for Digital Courses (WDF-DC). The four events are described in detail next on the page.

  • First, introduce a realistic and relevant challenge. The purpose of this challenge is to hook or grab the attention of the learner, activate their prior knowledge, and set a single-threaded narrative for the entire learning experience. 

    Second, introduce the solution via a short description and a visual diagram. This helps learners organize and construct a clear mental model of the whole solution and its parts. 

    Third, describe the value or benefits of implementing the solution. This helps clarify the "why" or what’s in it for me (WIIFM), so they can start caring about the "how". 

  • Provide a worked example or the step-by-step tasks for solving the challenge. The demonstration can be a video tutorial, a user guide, or both. 

    When learners observe an expert walking through a worked example, especially with explanations for their decisions, it creates a practical and tangible learning experience. 

  • Introduce a new challenge and assign a practice activity for solving it. The new challenge needs to be similar to the original challenge but with some variations to ensure critical thinking. It is essential that learners receive feedback to help them identify gaps in their individual performance. 

    For technical domains, you can provide a simulation or lab environment for practice and feedback. For non-technical domains, you can create decision-making activities (branching scenarios) or request assignment submissions for expert review and feedback. 

    If creating a practice activity is not possible or feasible, then at a minimum request the learner to practice on their own by following along with the demonstration. For simple tasks, Ruth C. Clark suggests that demonstrations can be sufficient for learners to perform on their own without needing to go through a practice activity. 

  • Provide opportunities and resources for learners to apply their new skills or advance their learning.

    For example, Dr. Will Thalheimer recommends providing an action plan mechanism where individuals can decide how and when to apply their new skills on the job. 

Skill development stages and factors

Skill development stages: Developing the skill of driving a car from the familiarization stage (basic) to the unconscious competence stage (advanced):

  • Initial exposure or awareness of tasks

    • Familiarization - Knowing the purpose of steering wheel, brake, gear

    • Comprehension - Knowing how steering, braking, and gear shifting work

  • Safe practice on simple to more complex tasks

    • Conscious effort - Practice driving in an empty parking lot

    • Conscious action or competence - Practice driving on the street (meets minimum expectations)

  • Fluency (coaching and real world mentoring; outside of training)

    • Proficiency - Can pass the driver test (strong performance)

    • Unconscious competence - Can drive without thinking about it (advanced) (automated or low mental effort helps create capacity to tackle higher-order thinking)

A skill is a human behavior or capability developed through training and practice.

  • Can include easier, well-structured tasks (step-by-steps procedures) or harder, ill-structured tasks (judgement and decision-making)

  • Requires practice and feedback to develop competence and proficiency

Factors to impact design of skill development training:

  • Time to acquire: How long does it take to achieve competence? (fast or slow)

  • Levels or tier of competence: What are the dimensions to go between competence, proficiency, and unconcious competence? (2x, 5x,10x)

  • Degree of variability: How many potential right answers are there to the skill? (low, moderate, or high) (high requires expert critiques rather than right/wrong assessments)

  • Context: Does a skill transfer from one context to a different context? (near transfer vs far transfer) (e.g., learning to drive a car can help with driving a semi-truck but not flying a plane)

  • Error tolerance: How much error or risk is acceptable? (low, moderate, or high) (high is error-free)

  • Performance speed: How quickly will they need to use the skill? Can they look up learning resources or does it need to be performed immediately?

  • Frequency of use: How often will it be used? (daily, monthly, annually)

Resources