<li>Immediate feedback prevents subsequent confusion and limits the likelihood for continued inappropriate retrieval practice.</li> <li>Delayed feedback creates a beneficial spacing effect.</li> <li>When in doubt about the timing of feedback, you can (a) give immediate feedback and then a subsequent delayed retrieval opportunity, (b) delay feedback slightly, and/or (c) just be sure to give some kind of feedback.</li> <li>Feedback should usually be provided before learners get another chance to retrieve incorrectly again.</li>

Now how do you make this open source and still pay the bills. One way would be to make the training content truly open like MIT. To recover costs, the manufacture or the training provider could charge for certification exam, access to mentors, discussion groups, and access the training equipment. So if certification credentials are import to the customer, then this model works.

or example, I have already explained how the customer can build dynamic content around their features, but a customer could also using Wiki-like features, go in and upload their system schematics, photos, maps, or IP addresses and then have the content repository publish a unique document for the requestor. The automotive industry is already moving in this direction creating unique user manuals for each customer based on the features selected at the time of purchase.

<p>Participants also indicated the types of assignment they feel are inappropriate for them. Most of the assignments refused could be characterized as “conventional.” Several participants specifically mentioned that they distance themselves from training about products and software to focus on more strategic projects.</p> <p>One participant avoids “order-taker projects.” </p>

<p>There is no linear path into what they are subjected. The situations are complex. They often fail and they learn by reflection, becoming much better at the judgements they make next time, even though next time the environment and the scenarios presented are different.</p> <p>After completing a few exercises, they build their own view of the patterns that are evident and are able to move into a new scenario with confidence even if the environment and scenario is radically different.</p>

<p>Learning on reflection before plunging into the next scenario helps to build the patterns in the participants’ minds that are the evidence that they have learnt.</p> <p>Quizzes based on scenarios with a, “What would you do next?”, question builds quick and fun repetition into the training programme, helping transfer from short term memory to long term memory.</p>

Cognitive science has to do with the mind and mental processes, such as thinking, learning, and problem solving at the human (or other organism) level.<em> </em>Neuroscience has to do with the biology of the nervous system, including how the brain works, at the anatomical level such as neurons.

Bottom line: When you hear claims about <em>neuro</em> or <em>brain</em> related to training, you should ask: Is it cognitive science or is it made up?