Blog posts

<h5>Provide Realistic Practice</h5> <p>We will provide learners sufficient levels of realistic practice; for example, simulations, scenario-based decision making, case-based evaluations, and authentic exercises.</p>

<h5>Enlist Authentic Contexts</h5> <p>We will provide learners with sufficient experience in making decisions in authentic contexts.</p>

<h5>Provide Realistic Consequences</h5> <p>When providing performance feedback during learning, we will provide learners with a sense of the real-world consequences.</p>

<p>“The results we saw at Ctrip blew me away. Ctrip was thinking that it could save money on space and furniture if people worked from home and that the savings would outweigh the productivity hit it would take when employees left the discipline of the office environment.</p> <p>“Instead, we found that people working from home completed 13.5% more calls than the staff in the office did—meaning that Ctrip got almost an extra workday a week out of them. They also quit at half the rate of people in the office—way beyond what we anticipated. And predictably, at-home workers reported much higher job satisfaction.”</p>

<p>One other fascinating insight from the interview: Bloom notes that those who liked the work-at-home option most were people:</p> <p>” . . . who have established social lives—older workers, married workers, parents. We found that the younger workers whose social lives are more connected to the office tend to not want to work from home as much.</p>

Our temporary fix is to have people place the subheader/divider one row higher than where they want it as it does not seem to move after the first jump.

<p>The MCPL literature suggests that for an FI to directly improve learning, rather than motivate learning, it has to help the recipient to <em>reject erroneous hypotheses.</em> Whereas correcting errors is a feature of some types of FI messages, most types of FI messages do not contain such information and therefore should not improve learning—a claim consistent with CAI research.</p> <p>Moreover, even in learning situations where performance seems to benefit from FIs, learning through <em>FIs may be inferior to learning through discovery</em> (learning based on feedback from the task, rather than on feedback from an external agent). Task feedback may force the participant to learn task rules and recognize errors (e.g., Frese &amp; Zapf, 1994), whereas FI may lead the participant to learn how to use the FI as a crutch, while shortcutting the need for task learning (cf. J. R. Anderson, 1987). </p>

In the MCPL literature, several reviewers doubt whether FIs have any learning value (Balzer et al., 1989; Brehmer, 1980) and suggest alternatives to FI for increasing learning, such as providing the learner with more task information (Balzer et al., 1989). Another alternative to an FI is designing work or learning<br> environments that encourage trial and error, thus maximizing learning from task feedback without a direct intervention (Frese &amp; Zapf, 1994).