· Identify a specific learning goal and how you would incorporate two learning theories highlighted in Chapter 4 to achieve this goal.
Working in the mortgage industry as a trainer, we have a curriculum much like educators in a more traditional setting. Even though our settings are different, we apply the same learning theories and tools. As an example, I am required to teach different types of mortgages that customers have so my students can assist customers with problems that may arise. In order for someone with no prior mortgage experience to understand how a POA or Payment option Adjustable Rate Mortgage works, a very complex type of mortgage, students must understand how the basic loans work first. To accomplish this goal in a relatively short period of time, two learning theories that are applied are the Cognitive information processing theory and the Schema and cognitive load theories. What we do is first break up the new hire training in to classes. First, the basic mortgage types are taught. The Fixed Rate, the Adjustable Rate mortgage (ARM), and the Interest only mortgages are taught in that order. Each of these loan types have similarities to the loan type before, thus, the students learn each of the loan types as a Schema. Once the students are able to demonstrate that they have processed the information cognitively by demonstrating their understanding in a skill check in which they identify the types of loans via definition, as well as using a mortgage note to identify the type of loan the note defines. Once able to do this, the students are then taught the POA, which essentially is all three of the loan types learned previously. By learning the three main loan type schemas, they students reduce the cognitive load required to learn the last mortgage type.
· Find a reference (other than the book) that describes Gagne’s Nine Events of Instruction. Then create a table or chart that compares and contrasts those events with the first principles described in chapter 7 and describe how you would apply each of the first principles to the goal you've developed from the first activity in this reflection.
Gagne’s Events | Principles |
Gain attention | |
Inform learners of objectives | Activation – explain how the POA loan is in essence all of the 3 previous loan types that have been learned. |
Stimulate recall of prior learning | |
Present the content | Demonstration – show them how POA loans work using the 3 previous loan types learned with an example of a POA. |
Provide "learning guidance" | |
Elicit performance (practice) | Application – have students answer questions about a practice POA loan. |
Provide feedback | |
Assess performance | Integration – have students roleplay answering questions about a POA loan from a “customer” calling. |
Enhance retention and transfer to the job | |
· Develop a new goal or using the one you've already developed, briefly describe how you might use the whole-task approach, scaffolding, and mathemagenic methods to help students learn to perform a task.
The ultimate goal in training for a customer service representative, is the ability for the employee to be able to assist a customer by providing the correct answers to their questions and sound recommendations while keeping the customer happy. A good exercise that uses a holistic approach to teach this very broad concept is role reversal. Everyone has personal examples of poor customer service experiences. We look at the examples provided by the students and break them down to determine what specifically caused the poor experience. The most common reasons are rude or uncaring behavior, a lack of confidence in answers given, and a lack of knowledge (or misinformation) to help. To successfully assist a customer, one must be polite, have confidence in what they say, and the necessary knowledge to assist properly. The scaffolding method of teaching is utilized throughout the entire new hire training process. The necessary knowledge is gained through the new hire training curriculum. The confidence is gained as students build on and continue to use the knowledge and skills they learn throughout their training. The students are taught “soft skills” that teach them how to ensure they are not rude and demonstrate that they do care about assisting the customer. The mathemagenic method is demonstrated during “mock calls”. Mock calls is an exercise involving 2 trainers and the entire class. One of the trainers is in the room with the class while the other trainer is outside the class room at their desk. One student takes control of the projector computer and the phone. The trainer at their desk calls the phone in the classroom and pretends to be a customer with an issue or question that the students will experience on the phone. During the call, only the student controlling the projector is allowed to speak with the customer, however, they are allowed to place the customer on hold and discuss with the rest of the class what the possible answers are. Though the students have been provided the basic knowledge of systems, loan types, company policies and procedures, the students must apply of the knowledge and skills they have acquired to not only answer the question of solve the problem, but provide excellent service. While some of the situations that are presented are basic problems that they have already be given specific examples of in class. Others are more complex and require the students to find the answer. Some of the mock calls are extremely difficult or upset customers, some are “one off” of “rule exception” situations, some calls may not even really have an answer at all.
· You have been hired to design a course for a topic in your area of specialization. Using Table 9.2 as a template, what would you incorporate into each subcategory to motivate learners?
ARCS model | |
Attention | |
Perceptual Arousal | What can I do to capture their interest? |
Inquiry Arousal | How can I stimulate an attitude of inquiry? |
Variability | How can I use a variety of tactics to maintain their attention? |
Relevance | |
Goal Orientation | How can I best meet my learners’ needs? (Do I know their needs?) |
Motive Matching | How and when can I provide my learners with appropriate choices, responsibilities and influences? |
Familiarity | How can I tie the instruction to the learners’ experiences? |
Confidence | |
Learning Requirements | How can I assist in building a positive expectation for success? |
Success Opportunities | How will the learning experience support or enhance the students’ beliefs in their competence? |
Personal Control | How will the learners clearly know their success is based upon their efforts and abilities? |
Satisfaction | |
Intrinsic Reinforcement | How can I provide meaningful opportunities for learners to use their newly acquired knowledge/skill? |
Extrinsic Rewards | What will provide reinforcement to the learners’ successes? |
Equity | How can I assist the students in anchoring a positive feeling about their accomplishments? |
Attention – when getting ready to teach students about the various loan types. I tell them how learning the different loan types will help them in their personal lives. I let them know that learning how various loan types work, they are able to use loans to their advantage to actually save themselves money over the life of a loan, not just a mortgage.
Relevance – when teaching loan types, be sure to teach them in the proper order, as all loan types have the same basic features. Each new loan type tends to change the way one specific feature works. Give examples of other types of debt that students are likely to have experience with to compare to the mortgages being taught.
Confidence – when teaching loan types, be sure to break the loans features down in a simple, basic manner. Give examples with numbers showing how a specific loan type works. Have the students complete unfinished examples themselves for each loan type. Essentially providing a “teach back” opportunity for them to ensure that they own the knowledge.
Satisfaction – on going roleplaying scenarios, examples using various loan types, and mock calls continue to reinforce the learning of the various loan types. We also use “buddy time” where the students actually sit with someone in the business that is taking live calls and listen or actually take live calls with assistance of their buddy to help demonstrate and practice their learning.
· Finally, after completing these activities, discuss the benefits of engaging in design research
Probably the greatest benefit of research is innovation. Without research and study, new knowledge would rarely be gained. As humans advance in technology and society changes, the way people learn changes as well. Educators must evolve with along with the rest of the world. Not arbitrarily, but with a focused method. That is what design research allows educators. The knowledge to focus the teaching methods used for the most effective learning outcome possible.
Excellent examples from a training perspective.
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