1. Motivation
1.1. Intrinsic
1.2. Extrinsic
1.3. Expectancy-Value Theory: expectations about how we’ll do + our values/subjective value about this goal drive our motivation to meet our goals
1.3.1. Value: factors that are important to us and motivate us to do certain tasks
1.3.1.1. Attainment value
1.3.1.2. Intrinsic value
1.3.1.3. Instrumental/utility value
1.3.1.4. Cost value
1.3.2. Expectancies: beliefs about how well you will do on upcoming tasks
1.3.2.1. Outcome expectancies
1.3.2.2. Efficacy expectations
1.3.2.3. Positive expectancies
1.3.2.3.1. Ensure alignment of objectives, assessments, and instructional strategies
1.3.2.3.2. Identify an appropriate level of challenge
1.3.2.3.3. Provide early success opportunities
1.4. Self-determination Theory: a combination of autonomy, belonging, and competence that can lead to growth and wellbeing
1.4.1. Autonomy
1.4.2. Belonging
1.4.3. Competence
1.5. Interest = deeper learning
1.5.1. Challenge
1.5.2. Autonomy
1.6. Self-Efficacy: one's belief in their own ability to succeed
1.6.1. Mindset
1.6.1.1. Fixed
1.6.1.2. Growth
1.6.1.3. Change in mindset = boost in achievement
1.6.2. Carol Dweck & Praise
1.6.2.1. Praising effort tells children that they don’t have to work hard to perform well
1.6.2.2. Praising effort tells children that performance is the result of hard work
2. Memory
2.1. Sensory
2.1.1. Visual
2.1.2. Auditory
2.1.3. Habituation
2.2. Working
2.2.1. 7±2
2.2.2. Chunking
2.3. Long-term
2.3.1. Explicit
2.3.1.1. Semantic
2.3.1.2. Episodic
2.3.1.3. Flashbulb
2.3.2. Implicit
2.3.2.1. Procedural
2.3.2.2. Classically conditioned
2.3.2.3. Priming
2.4. Levels of Processing Theory: how much we relate to something can help us remember it better
2.4.1. Structural encoding
2.4.2. Semantic encoding
2.4.3. Phonemic encoding
2.4.4. Elaboration
2.4.5. Self-referent encoding
2.5. Cognitive Load Theory: learners have a limited capacity for how much information they can focus on at once
2.5.1. Intrinsic cognitive load
2.5.2. Extraneous cognitive load
2.5.3. Working memory overload
2.6. Dual Coding
2.6.1. Modality or multimedia principle
2.6.2. Redundancy principle
2.6.3. Spatial contiguity or split-attention principle
3. Attention
3.1. The Elephant: the automatic, visceral, and emotional brain
3.1.1. Tell stories
3.1.1.1. The Hero
3.1.1.2. Urgency
3.1.1.3. Emotional resonance
3.1.2. Surprise it
3.1.2.1. Unexpected rewards
3.1.2.2. Cognitive dissonance
3.1.3. Show it shiny things (visuals)
3.1.4. Tell it all the other elephants are doing it
3.1.4.1. Collaboration
3.1.4.2. Social proof
3.1.4.3. Competition
3.1.5. Leverage its habits
3.2. The Rider: the logical, conscious, thinking brain
4. Metacognition: what learners know about learning
4.1. Metacognitive Knowledge
4.1.1. Declarative knowledge
4.1.2. Procedural knowledge
4.1.3. Conditional knowledge
4.2. Metacognitive Regulation
4.2.1. Planning
4.2.2. Monitoring
4.2.3. Evaluation
4.3. Metacognitive reflection: asking questions about the learning
5. Evaluation
5.1. Forward design: consider how to teach content, then develop assessments and connect back to goals
5.2. Backwards design: consider learning goals first
5.2.1. Stage 1: identify desired goals
5.2.1.1. Transfer: what students will apply beyond the learning experience
5.2.1.2. Meaning: what students will understand deeply
5.2.1.3. Acquisition: what students will know and be able to do
5.2.2. Stage 2: determine acceptable evidence
5.2.2.1. How will I know if students have achieved the desired results?
5.2.2.2. What will I accept as evidence of student understanding and proficiency?
5.2.3. Stage 3: plan learning experiences and instruction
5.2.3.1. Enabling knowledge and skills
5.2.3.2. What needs to be taught? How?
5.2.3.3. Materials and resources
5.3. The Grade Debate
5.3.1. Problems
5.3.1.1. Inconsistent
5.3.1.2. Biased
5.3.1.3. Reduces intrinsic motivation and increases extrinsic motivation
5.3.2. Alternatives
5.3.2.1. Master-based
5.3.2.2. Portfolio assessment
5.3.2.3. Self-assessment
6. Behaviourism: learning as a response to environmental stimuli
6.1. Classical conditioning
6.1.1. Unconditioned stimulus
6.1.2. Unconditioned response
6.1.3. Conditioned stimulus
6.1.4. Conditioned response
6.2. Operant conditioning
6.2.1. Negative reinforcement
6.2.2. Positive reinforcement
6.2.3. Negative punishment
6.2.4. Positive punishment
7. Constructivism: constructing knowledge and understanding of the world by interacting with the environment
7.1. Cognitive Constructivism
7.1.1. Schemas
7.1.1.1. Assimilation
7.1.1.2. Accommodation
7.2. Social Constructivism
7.2.1. Zone of proximal development: distance between what the learner can do on their own and what they can do with guidance
7.2.2. Scaffolding
7.3. Novices and experts
8. Goals
8.1. Learning objectives
8.1.1. Focusing
8.1.2. Performance
8.1.3. Instructional-design
8.1.4. Instructional-evaluation
8.2. Define the problem
8.3. Identify gap(s)
8.4. Sophistication/Proficiency
8.5. Pace layering
8.5.1. Fast skills
8.5.2. Slow skills
9. Skill Development
9.1. Practice
9.1.1. Structuring practice
9.1.2. Flow
9.1.3. Spacing out practice
9.2. Feedback
9.2.1. Goal-reference
9.2.2. Tangible and transparent
9.2.3. Concrete, specific, and useful
9.2.4. User-friendly
9.2.5. Timely
9.2.6. Ongoing
9.2.7. Consistent
9.2.8. Formative Assessment
9.2.9. Summative Assessment
10. Habit: an acquired behaviour pattern regularly practiced until it becomes almost involuntary
10.1. An acquired behaviour pattern
10.2. Triggers
10.3. Feedback
10.4. Practice or repetition
10.5. Motivation
10.6. Environment
11. Social and Informal Learning: any learning that happens outside of a classroom or course
11.1. 70:20:10 model
11.2. Formal learning: structured learning planned and guided by an instructor
11.3. Informal learning: unplanned, no set goals, self-directed, happens everywhere
11.4. 4 D's of Learning
11.4.1. Discovery: informal learning, finding things out on your own
11.4.2. Didactic: formal learning, being taught
11.4.3. Discourse: social learning, interacting with others
11.4.4. Doing: experiential learning, learning from work/application
11.5. How do you know if it's working?
11.5.1. Interest
11.5.2. Progress
11.5.3. Engagement
11.6. Balancing formal and informal
11.6.1. Tacit vs. explicit
11.6.2. Complexity
11.6.3. Changeability of the material
12. Environment
12.1. Job aids: a repository for info, processes, perspectives that is external to the individual and supports work and activity by directing, guiding, and enlightening performance
12.1.1. Reminds people how to do tasks
12.1.2. Takes the burden off of their memory
12.1.3. Prevents errors
12.1.4. Should be
12.1.4.1. Clear
12.1.4.2. Concise
12.1.4.3. Readily accessible
12.1.4.4. Firmly in the context of the work to be done
12.1.5. When not to use
12.1.5.1. When there’s no time to look at one
12.1.5.2. When it could reduce credibility
12.1.5.3. When every task is different
12.1.5.4. As a substitute for all training
12.1.6. Decision trees
12.1.7. Reference information
12.1.8. Augmented reality
12.2. Supply caching: saving useful information for later, rather than overwhelming a novice with too much detail
12.2.1. E.g., keyboard shortcuts
12.3. Putting prompts in the environment: giving prompts/triggers a physical presence in learner's environment
12.3.1. Can increase behaviour
12.3.2. Can provide guidance on the task
12.4. Putting behaviours in the world: embedding knowledge in the environment
12.4.1. E.g., soda machine buttons according to size
12.4.2. Recognizing the right option is easier than recalling it
12.5. Clearing the path: the environment is a powerful regulator of behaviour
12.5.1. Always ask
12.5.1.1. Can we make the process simpler?
12.5.1.2. Can we make the system better?
12.5.1.3. What barriers are keeping people from succeeding?