Millennials, Goldfish & Other Training Misconceptions , livre ebook

Association for Talent Development - Clark N. Quinn

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117 pages

English

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Can You Tell Learning Fact From Fiction?

“Training should be tailored to individual learning styles.” “We only use 10 percent of our brain.” “Multitasking is as simple and efficient as flipping a switch.”

Some myths and superstitions have their fervent believers. But unlike everyday misconceptions such as “Bats are blind” or “George Washington had wooden teeth,” these learning myths can cost you. Fortunately, trained skeptic Clark Quinn has once and for all laid them bare before the research and evidence.

Now, myth busting has never been easier. Millennials, Goldfish, & Other Training Misconceptions debunks more than 30 common assumptions about good learning design to help you avoid wasting time, resources, and goodwill on unproven practices. Drawing on cognitive psychology and brain science, Clark arms you with the ammo to challenge the claims you’re likely to hear from peers and co-workers.

Be a smart consumer, and stand behind the science of learning.

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Publié par	Association for Talent Development
Date de parution	24 avril 2018
Nombre de lectures	0
EAN13	9781947308381
Langue	English
Poids de l'ouvrage	2 Mo

Informations légales : prix de location à la page 0,1100€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

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More Praise for This Book
“Use the concise and engaging information in Clark Quinn’s new book to move beyond the myths, fads, and folklore that hold us and our organizations back. One of the best benefits is learning how to analyze others’ learning, training, and outcomes claims. So important.”
—Patti Shank Author, Write and Organize for Deeper Learning and Practice and Feedback for Deeper Learning
“This book is useful for those who want or need to investigate the truth behind learning myths, superstitions, and misconceptions. The clear structure, short sections, and solid research make it a worthy addition for anyone who cares about learning.”
—Mirjam Neelen Learning Advisory Manager
“ Millennials, Goldfish & Other Training Misconceptions is a tremendous contribution to assist in the necessary move toward evidence-based practice for L&D practitioners and their clients. Clark Quinn not only addresses the prevailing myths, superstitions, and misconceptions in the field today with what the research says, but also provides excellent guidance for what to do instead.”
—Guy Wallace President, EPPIC
“Clark Quinn has provided an invaluable service to our profession with this incredibly useful book. He’s not only explained the issues with numerous myths and beliefs, but also takes the time to give us suggestions about what we can do to make better learning experiences. It’s an essential book for any conscientious practitioner.”
—Julie Dirksen Author, Design for How People Learn

© 2018 ASTD DBA the Association for Talent Development (ATD) All rights reserved. Printed in the United States of America.
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No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law. For permission requests, please go to www.copyright.com , or contact Copyright Clearance Center (CCC), 222 Rosewood Drive, Danvers, MA 01923 (telephone: 978.750.8400; fax: 978.646.8600).
ATD Press is an internationally renowned source of insightful and practical information on talent development, training, and professional development.
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Ordering information: Books published by ATD Press can be purchased by visiting ATD’s website at www.td.org/books or by calling 800.628.2783 or 703.683.8100.
Library of Congress Control Number: 2018935628
ISBN-10: 1-947308-37-8 ISBN-13: 978-1-947308-37-4 e-ISBN: 978-1-947308-38-1
ATD Press Editorial Staff Director: Kristine Luecker Manager: Melissa Jones Community of Practice Manager, Learning Technologies: Justin Brusino Developmental Editor: Jack Harlow Text and Cover Design: Francelyn Fernandez Printed by Versa Press Inc., East Peoria, IL
To all who fight the good fight for science and improvement in the human condition.
CONTENTS
List of Myths, Superstitions, and Misconceptions
Foreword
Preface
Acknowledgments
The Myths That Hold Us Back
The Science of Learning
Learning Myths
Learning Superstitions
Learning Misconceptions
Conclusion
References and Resources
Mythbusters
About the Author
Quick Guides to the Myths
Quick Guides to the Superstitions
Quick Guides to the Misconceptions
THE MYTHS, SUPERSTITIONS, AND MISCONCEPTIONS
10 Percent of Our Brain 60 , 161
70-20-10 98 , 174
7-38-55 110 , 175
Attention Span of a Goldfish 26 , 162
Bloom’s Taxonomy 145 , 175
Brainstorming 126 , 176
Brain Training 56 , 162
Dale’s Cone 34 , 163
Digital Means We Learn Differently 46 , 163
Digital Natives 42 , 164
Error-Free Learning 68 , 164
The Experience API 142 , 176
Gamification 129 , 177
Generations 38 , 165
Humor in Learning 136 , 177
Images Are 60,000 Times Better Than Text 72 , 165
Interaction = Engagement 86 , 174
Kirkpatrick Model of Evaluation 112 , 187
Knowledge Test = Learning Outcome 83 , 172
Learning Management Systems 148 , 178
Learning Should Be Easy or Hard 92 , 172
Learning Styles: Adaptation 17 , 166
Learning Styles: Measurement 21 , 167
Left and Right Brain 50 , 168
Male and Female Differences in Learning 53 , 168
Meta-Learning 132 , 179
Microlearning 102 , 179
mLearning 139 , 180
Multitasking 30 , 169
Neuro-Linguistic Programming 63 , 170
NeuroX or BrainX 116 , 180
People Don’t Need Knowledge 75 , 170
Presentation = Acquisition 80 , 173
Problem-Based Learning 105 , 181
Smile Sheets = Evaluation 89 , 173
Social Learning 119 , 181
Unlearning 123 , 182
FOREWORD
Clark Stanley worked as a cowboy and later as a very successful entrepreneur, selling medicine in the United States that he made based on secrets he learned from an Arizona Hopi Indian medicine man. His elixir was made from rattlesnake oil, and was marketed in the 1890s through public events in which Stanley killed live rattlesnakes and squeezed out their oil in front of admiring crowds. After his medicine gained a wide popularity, he was able to set up production facilities in Massachusetts and Rhode Island with the help of a pharmacist. Stanley made himself a rich man.
You may not know his name, but you’ve certainly heard of Stanley’s time and place. It was the era of patent medicines—false and sometimes dangerous elixirs sold to men and women of all stripes: Dr. Kilmer’s Swamp Root. Oxien. Kickapoo Indian Sagwa. Dr. Morse’s Indian Root Pills. Enzyte. Bonnore’s Electro Magnetic Bathing Fluid. Radithor. Liquozone. And of course, Clark Stanley’s Snake Oil Liniment.
These medicines were bought by the millions. Fortunes were made. And millions of people were bamboozled, sickened, or even killed.
Upon being tested, Stanley’s elixir was found to be made mostly from mineral oil—a worthless potion sold by a charlatan. His story of the medicine man and the rattlesnake juice was a more potent concoction than his famous elixir.
So what causes men and women to miss the truth, to fail to see, and to continue happily in harming themselves and those around them? This, unfortunately, is not a question just for the era of patent medicines. It is eternal. It goes back to the dawn of humanity and continues today. I have no answer except to assume that our credulity is part of our humanity—and should guide us to be on guard at all times.
What stopped the patent-medicine pandemic of poison, persuasion, and placebo? Did we rise up and throw out the scoundrels, the money-grubbers, the snake-oil salesmen? Did we see that we were deceived because we were too hopeful or too blind? Did we heed our senses and find a way to overcome the hidden dangers? No! We did not!
It was not a mass movement back to rationality and truth that saved us. It was the work of a few intrepid journalists, who began reporting on the deaths, sicknesses, and addictions resulting from the use of patent medicines. In 1905, Collier’s Weekly published a cover story that exploded the industry: “The Great American Fraud: The Patent Medicine Evil,” written by former crime reporter Samuel Hopkins Adams.
This long piece of investigative journalism opened the floodgates and led directly to the Pure Food and Drug Act in 1906. The act was followed by additional regulations and requirements that protect our health and safety.
The ugly truth is that we need help in seeing what we can’t or won’t see. This is also true in the learning industry, and has been since at least the early 1900s. When I decided to start Work-Learning Research to bridge the gap between research and practice, it was because I kept seeing bogus recommendations steal attention away from more fundamental and effective learning practices. And, about 20 years later, the proverbial snake oil continues to vex our field and push us to make poor decisions about learning.
Alas, I am a faint voice in the howling wind of our industry. Fortunately, there are many other muckraking practitioners today, including folks like Paul Kirschner, Patti Shank, Guy Wallace, Pedro De Bruyckere, Julie Dirksen, Donald Clark, Ruth Clark, Mirjam Neelen, and Jane Bozarth. There are also legions of academic researchers who do the science necessary to enable us to convey research-to-practice wisdom to trainers, instructional designers, e-learning developers, and learning executives.
I am especially optimistic now that Clark Quinn has compiled the myths, superstitions, and misconceptions that imbue our field with faulty decision making and ineffective learning practices. As Clark rightly advises, don’t read the book in one sitting. You will find it too much to think that our field could tolerate so much snake oil.
But here’s what many don’t realize. Blindly going along with today’s workplace learning fads costs the industry billions of dollars in wasted effort, misspent resources, and ill-advised decisions. They distract us from the fundamentals of the science of learning that have proven to be effective! Every time trainers read an article on learning styles and adjust their training programs to make them suitable for visual, auditory, kinesthetic, and olfactory learners. Every time instructional designers attend a conference session touting that neuroscience can replace all other learning design, and then scrap their other learning strategies. Every time a chief learning officer hears that all learning events, no matter their content or purpose, should be shrunk to four-minute microlearning videos—that storytelling is everything, that all learning is social, that virtual reality is the future of learning. Every time our learning executives jump on a bandwagon, we open ourselves up to ignoring what really works.
Let us start anew today. We can begin with Clark’s book; it is a veritable treasure chest of wisdom. But let’s keep going. Let’s stay skeptical. Let’s look to the scientific research for knowledge. Le