Learning Pyramid ปิรามิดแห่งการเรียนรู้

ผลการวิจัยของมหาวิทยาลัยฮาร์วาร์ด ตีพิมพ์ในวารสาร Harvard Business Review
แสดงให้เห็นถึงค่าร้อยละจากการจัดกิจกรรมที่ต่างกันแต่ละอย่าง โดยกิจกรรมที่ต่างกันจะทำให้เราจดจำสิ่งที่ได้การเรียนรู้ต่างกันด้วย ดังรูป

  • การเรียนในห้องเรียน (Lecture) นั่งฟังบรรยาย จะจำได้เพียง 5%
  • การอ่านด้วยตัวเอง (Reading) จะจำได้เพิ่มขึ้นเป็น 10%
  • การฟังและได้เห็น (Audiovisual) เช่น การดูโทรทัศน์ ฟังวิทยุ จำได้ 20%
  • การได้เห็นตัวอย่าง (Demonstration) จะช่วยให้จำได้ 30%
  • การได้แลกเปลี่ยนพูดคุยกัน (Discussion) เช่น การพูดคุยแลกเปลี่ยนความรู้กันในกลุ่ม จะช่วยให้จำได้ถึง 50%
  • การได้ทดลองปฏิบัติเอง (Practice doing) จะจำได้ถึง 75%
  • การได้สอนผู้อื่น (Teaching) เช่น การติว หรือการสอน จะช่วยให้จำได้ถึง 90%

(Harvard Business Review, 2554: ออนไลน์)

Traditional eLearning courses use images and text to tell the story. On the chart you see that the retention level of these mediums is on the lower end of the scale. At Maestro, we examine each concept and make decisions on which medium would be best to tell the story. Sometimes a simple diagram and explanation does the trick, but many times the help of video, 3D, or flash interactions can speed up the learning process and provide a better experience for the learner. By recruiting all of the creative mediums to use at the appropriate time for the appropriate reason, we are able to significantly boost retention levels.

Adult Learning Principles
•Adult Learners must discover for themselves. Children must be fed. Adults must feed themselves. For this reason, Maestro courses are highly interactive and relay concepts in bite size (digestible) pieces. When the learner is ready to take another bite, they can choose the next task, section, tab, button, etc.
•Adult Learners need repetition. This is also true of children, but the difference is adult learners must be able to see a concept from different angles and fade quickly if the repetition is just for the sake of repetition. In a Maestro course, concepts are taught in a variety of ways in order to appeal to the needs of diverse learners and provide the right amount of repetition.
•Adult Learners must make connections. Children are more willing to accept abstract concepts. Adult learners need to answer the questions “why does this matter and how does this relate?” Adults need to see the connection of concepts to real life. Otherwise, the concepts and education don’t stick. The Maestro team has been in your shoes and the shoes of your learners. We get it, and can help your team get it too.

อ้างอิง : http://www.maestroelearning.com/maestrophilosophy.php


The Learning Pyramid

I think that we can consider that the only way information (the recorded kind) becomes knowledge (the stuff stored miraculously inside human beings) is through a process called learning. Bloom’s and Howard Gardner’s theores of multiple intelligences and learning styles suggests that there are many ways in which we learn:

The Seven Types of Intelligence

“1. Linguistic Children with this kind of intelligence enjoy writing, reading, telling stories or doing crossword puzzles.
2. Logical-Mathematical Children with lots of logical intelligence are interested in patterns, categories and relationships. They are drawn to arithmetic problems, strategy games and experiments.
3. Bodily-Kinesthetic These kids process knowledge through bodily sensations. They are often athletic, dancers or good at crafts such as sewing or woodworking.
4. Spatial These children think in images and pictures. They may be fascinated with mazes or jigsaw puzzles, or spend free time drawing, building with Leggos or daydreaming.
5. Musical Musical children are always singing or drumming to themselves. They are usually quite aware of sounds others may miss. These kids are often discriminating listeners.
6. Interpersonal Children who are leaders among their peers, who are good at communicating and who seem to understand others’ feelings and motives possess interpersonal intelligence.
7. Intrapersonal These children may be shy. They are very aware of their own feelings and are self-motivated.”

In some ways we are seeing these styles being shown to exist on the human genome as researchers find genes for dyslexia, or shyness, for example.

Anyway, it behooves librarians to become beter versed with the strategies and research that underpins learning for our training, education and institutional strategies. Here’s some places to start:

Deconstructing the Learning Pyramid

Deconstructing the Learning Pyramid

ที่มา : http://stephenslighthouse.com/2010/02/26/the-learning-pyramid/



Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  เปลี่ยนแปลง )

Google+ photo

You are commenting using your Google+ account. Log Out /  เปลี่ยนแปลง )

Twitter picture

You are commenting using your Twitter account. Log Out /  เปลี่ยนแปลง )

Facebook photo

You are commenting using your Facebook account. Log Out /  เปลี่ยนแปลง )


Connecting to %s