Is it working 60%, every time good enough?

Recently I was talking to a colleague about the virtues of spaced learning, and in doing so reflected on our experiences across multiple roles in multiple organisations. One common thread appeared...the (not so) historical overreliance on the one-and-done approach to classroom / in-person learning.

Aside from the discussion around measuring training needs and the impact of training, it astounds me that people still assume that learners will absorb every detail of training, every word on every slide/tab, and the incredulity when knowledge transfer and skill acquisition isn't fully "complete" (whatever complete actually means...) have we in L&D perpetuated this by not addressing needs / the value of training better as a way of making our roles secure?

We both agreed that in today's fast-paced and ever-changing world, classroom-based training alone is no longer sufficient. To ensure that learners retain knowledge and develop skills that are relevant to the workplace / to their development, training must be spaced out and delivered through a variety of means.

Where classroom-based training in isolation can fall short.

For me this traditional approach is like the Playdoh Mop Top Hair Shop toy from the 80s.

(Trigger warning - this image may force nostalgia)

Where, we as trainers, squeeze information into people's heads, like Play-Doh, desperately hoping that whatever hasn't splurged out will stick to the inside of their brains and will be sufficient for this next year or until the next refresher.

Classroom-based training has been the cornerstone of education for generations, the Play-Doh analogy highlights several shortcomings of the traditional classroom-based training:

1. One-Size-Fits-All: Classroom training typically follows a standardised curriculum, leaving little room for individualised learning. Learners with varying backgrounds, interests, and learning styles may find it challenging to engage fully with the material.
2. Time Constraints: Classroom-based training usually occurs within a fixed timeframe. The pressure to cover a predefined syllabus can lead to rushed learning experiences, leaving learners with shallow understanding.
3. Messy and Inefficient: Squeezing knowledge into learners' minds without considering their individual readiness or pace can be inefficient and ineffective. Some may be overwhelmed, while others may find the knowledge slipping away.
4. Limited Interactivity: Classroom-based training often lacks the interactivity that digital or experiential learning offers. It's a passive environment where learners are often passive recipients rather than active participants.
5. Lack of Personalisation: The Play-Doh hairdresser lacks the ability to personalise their approach to each student, just as classroom-based training often struggles to cater to the individual learning needs and interests of learners.
6. Limited Retention: Knowledge squeezed onto learners' minds in a one-time fashion, much like Play-Doh, may not adhere for long. It's like the Play-Doh "hair" falling apart after a short time.

I did another article on Spaced Learning which goes into more detail, but to summarise - spaced learning is often seen as a pedagogical approach that involves distributing learning over time, rather than concentrating it into a single session and therefore it's equally applicable and advantageous for adult learners. Here's why spaced learning works well for andrological contexts:

1. Enhanced Retention:Memory Consolidation: Spaced learning promotes better memory consolidation. By revisiting and reinforcing information or skills at spaced intervals, learners are more likely to retain the knowledge in their long-term memory.
2. Deeper Understanding:Repeated Exposure: Multiple exposures to the same material with intervals in between allow learners to process the information more deeply. This leads to a better grasp of the subject matter or skill. Spaced learning can be structured to include practical exercises and real-world problem-solving. This approach bridges the gap between theoretical knowledge and practical application, ensuring that professionals can effectively use their skills in their day-to-day work.
3. Reduced Forgetting:Mitigating the Forgetting Curve: The spacing effect mitigates Ebbinghaus's forgetting curve, which shows that information is forgotten quickly if not reviewed. Spaced learning helps to counteract this curve by refreshing knowledge at the optimal intervals.
4. Optimised Practice:Active Recall: Regular practice through spaced learning helps reinforce and improve retrieval skills. Learners are encouraged to actively recall information or apply skills, strengthening their understanding and proficiency.
5. Personalised Learning:Self-Paced Learning: Spaced learning allows individuals to revisit material or practice skills at their own pace. This personalisation is particularly valuable for adult learners who have diverse backgrounds, interests, and schedules.
6. Transfer of Knowledge to Real-World Contexts:Application Opportunities: Spaced learning can be designed to include practical application exercises. This bridges the gap between theoretical knowledge and real-world situations, enhancing the transfer of knowledge and skills.
7. Long-Term Skill Development:Continuous Improvement: For skills that require ongoing practice and refinement, spaced learning offers a structured approach to continuous improvement. It accommodates long-term skill development, such as language acquisition, mechanical engineering and software development.
8. Mitigation of Cognitive Overload:Chunking Information: Spaced learning breaks down complex knowledge into smaller, digestible units, reducing cognitive overload. This is especially beneficial for subjects or skills that might be overwhelming when learned all at once.
9. Active Engagement:Interactive Learning: Spaced learning can incorporate interactive elements, such as quizzes, discussions, and problem-solving tasks. This keeps learners engaged, making the learning experience more enjoyable and effective.
10. Adaptation to Individual Needs:Flexibility: Spaced learning can be adapted to the individual needs and preferences of learners. They can choose when and how to revisit content, aligning with their unique learning styles.

Elearning design and spaced learning

Spaced learning can be a highly effective strategy when designing eLearning courses to enhance knowledge transfer and skill acquisition. Here's 7 ways to incorporate spaced learning principles into eLearning design:

1. Break Content into Microlearning Modules:Divide the course material into smaller, easily digestible modules. Each module should focus on a specific concept or skill. This aligns with the spaced learning concept, allowing learners to revisit and reinforce knowledge in manageable chunks.
2. Distribute Learning Over Time:Instead of presenting all content at once, schedule the release of modules at spaced intervals. This encourages learners to revisit and review the material over time, enhancing retention.
3. Regularly Scheduled Reviews:Include spaced review sessions in the eLearning course design. These can be in the form of periodic quizzes, self-assessment exercises, or even scheduled discussion forums for peer learning.
4. Reinforcement through Practice:Encourage learners to practice what they've learned through interactive exercises, simulations, or hands-on activities. Spaced practice sessions can help solidify knowledge and skills.
5. Engage with Multimodal Content:Utilise various multimedia elements, such as videos, interactive simulations, and infographics. These can enhance engagement and cater to diverse learning styles, making spaced learning more effective.
6. Social Learning and Collaboration:Foster a collaborative eLearning environment. Include discussion forums, group projects, or peer assessments. Collaboration enhances the learning experience and provides opportunities for spaced review through interaction with peers.
7. Real-World Application:Create scenarios or case studies that encourage learners to apply their knowledge and skills to real-world situations. Spaced learning is most effective when the content has practical relevance.

In contrast to classroom-only, spaced learning allows for a more adaptable and personalised approach to knowledge transfer. Instead of squeezing a clump of knowledge onto learners in one go, it offers the opportunity for learners to revisit and reinforce their understanding at their own pace, much like shaping their own Play-Doh hair over time. This approach acknowledges the importance of individualisation, engagement, and retention, making it a more effective way to style the "hair" of knowledge in each learner's mind.