SMART Learning ObjectivesThis workshop is designed towards applying technical writing in an Agile software development method. Because Agile development requires communication across all development levels during the overall development process, it is imperative that technical writers produce their product in the same iterative fashion as software is developed.
Coinciding with the lessons contained within this workshop, we will apply learning principles documented in Make It Stick, by Peter Brown, Henry Roediger, and Mark McDaniel. By the end of entire, 7 week workshop, you will be able to:
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Week 1 Learning Objectives
Each week, summary objectives from Make It Stick and other media will be presented as a measurable learning course that is beneficial towards implementing your own, personal method for delivering written material in an Agile manner. By the end of each weekly course, you will have better confirmation of how new learning principles discovered within Make It Stick and practiced technical writing techniques can assist Agile software production.
Once you have completed Week 1's summaries, discussion, and assessment, you will:
- Understand Spaced repetition of key ideas
- The relationship between interleaving of different, but related subjects and retrieval practice
- Create and apply learning objectives using Bloom's Taxonomy wheel with potential towards technical writing
Preface; Make It Stick
Based upon research by cognitive scientists Henry Roediger and Mark McDaniel, the processes involved in how we learn are done incorrectly. Empirical research indicates how we learn and remember demonstrates that current doctrine about how we learn is flawed.
Working with author Peter Brown, the three explain how learning and memory work together, formulating research driven principles towards better learning habits which produce highly effective, empirical results among students. (Brown, 2014)
Working with author Peter Brown, the three explain how learning and memory work together, formulating research driven principles towards better learning habits which produce highly effective, empirical results among students. (Brown, 2014)
Spaced repetition of key ideas
Spaced repetition is a learning technique that embodies increasing intervals of time between reviewing learned material.
- Initially learning a subject, and then revisiting a subject at a later time causes familiar retention of the subject.
- Spaced repetition, conducted several times, creates a solid foundation for learning a subject not necessarily based upon simple repetition, but allowing a student or learner to self-access the learned material over a broader space of time.
- Allowing a student or learner to revisit a subject creates a learning pace based upon thoughtful retention through memory recollection versus constant repetition.
Interleaving of different, but related topics
Interleaving the practice or study of two or more different but related subjects causes retrieval to be harder, thus creating an environment of problem solving to prove a conducive relationship.
- The solution to any problem is learning or studying first, and application second.
- Application is accomplished by relating subjects of different ideas towards a related conclusion.
- Solutions to problem solving are accomplished by frequent testing of learned ideas across different applications, thus intertwining separate subject matters leading towards more formulated and balanced conclusions.
Chapter 1 summary, Learning Is Misunderstood
Memorization and re-reading are often considered the easiest and best ways towards learning, but testing or difficult, real-life circumstances that require more effort make learning stronger and memory retrieval more permanent.
- Testing in retrieving new information from memory is more effective for learning retention than reviewing, rereading, or memorization.
- Retention is stronger when retrieval is spaced out, requiring individuals to overcome memory lapses thru practical thought application. When testing is varied and interleaved with different, but similar subjects, such as with the practice of other skills, learning retention is achieved more effectively versus simple memorization and rereading.
- Rereading and repetitive study techniques, such as collegiate cramming or skill repetition, are less effective versus testing under more difficult, mentally stimulating circumstances. Testing through interleaving subjects leads to more formulated and balanced conclusion.
Chapter 2 summary, To Learn, Retrieve
Applicable practice, testing, and retrieval from memory, combined with interleaving of subjects based upon personal experience are important tools towards learning and information retention.
- Smaller, and more frequent testing throughout a course improves final-exam scores. Each time testing occurs, preferably immediately after instruction or lecture, retention of taught subjects increases over time, like building blocks, reaching final conclusion at exam time.
- Revisiting a subject after an initial test or instruction by delaying recall reinforces retention because delayed retrieval requires induced memory lapse, requiring more effort to overcome such lapses to reach a proper conclusion.
- Spaced repetition of ideas produces subject knowledge that is retrieved across different settings.
How People Learn, Dr. Roddy Roediger
How People Learn, by Dr. Roddy Roediger's video lecture introduces education based on traditional learning methods, such as rereading, highlighting, repetitive reviewing of class notes, outlining, etc. are often in conflict with true memory retention on a subject when assessing via quizzes, tests, essays, and exams. Students were initially successful when assessed immediately after employing such learning techniques, but often had lower scores when re-tested on the same subject at a later date. In contrast, Dr. Roediger proposes that testing through retrieval practice promotes long-term, permanent retention of information across broad modal domains, thereby being more practical towards developing true knowledge on a subject.
(Roediger, 2014)
(Roediger, 2014)
Helping Students Learn: Retrieval Practice
Helping Students Learn: Retrieval Practice, by Dr. Julie Schell promotes that small, quick quizzes spaced across multiple, small class-time lectures causes students to repeatedly retrieve information from direct memory recollection, which aids in subject retention.
(Schell, 2013)
(Schell, 2013)
Creating Learning Objectives, Dr. Chris Cline
Creating Learning Objectives, by Chris Cline discusses how to create SMART Learning Objectives using Bloom's Taxonomy. The video presentation focuses on creating concise, consistent SMART Learning Objectives which are specific and student-orientated.
Key areas of importance when creating SMART Learning Objectives:
Key areas of importance when creating SMART Learning Objectives:
- They are specific statements of what students should know, be able to do, and understand at the end of each lesson.
- Are to describe outcomes and not activities.
- Must be measurable and attainable, being relevant and results orientated.
- Must be time-bound and have a specific completion with evaluation.
How to Write Learning Objectives using Bloom's Taxonomy
How to Write Learning Objectives using Bloom's Taxonomy Discusses the use of keywords associated with the six levels of learning based upon Bloom's Taxonomy to create to create measurable learning objectives:
Emphasis is placed on multi-tiered learning with associated action verbs to create course material that is relevant to long-term memory.
(How, 2014)
- Remembering- Involves retrieving, recognizing, and recalling relevant knowledge from long-term memory.
- Understanding- Constructs information from oral, written, and/or graphic messages.
- Applying- Involves using a procedure or accomplishing a task through implementation.
- Analyzing- Breaks the material into parts and/or determining a relationship across an overall structure.
- Evaluating- Students make judgments or decided outcomes based on information learned from previous levels.
- Creating- Formulating learned elements into a coherent, functional whole of applied knowledge.
Emphasis is placed on multi-tiered learning with associated action verbs to create course material that is relevant to long-term memory.
(How, 2014)
Connections to Field and/or DisciplineAs a professional technical writer, it is imperative to have good research methods based upon study habits focused on learning, including proper learning techniques for subject mastery. With tight deadlines often looming, writers are often overwhelmed with the amount of material which must be mastered prior to the actual writing process.
Often both are done in parallel; writing and learning occurs at the same time. Developing sound study techniques based on Roediger’s advice through immersive practice and memory recall over spaced time increases the likelihood of productive outcomes when meeting the demands of writing in an Agile environment.
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Suggestions for ImplementationEach stage of Agile development requires learning the new subject. Assessments are taken from the subject’s initial concept, to development implementation, testing, and ultimately delivery. A technical writer must always be a part of these processes, and at each phase, spaced repetition is continually in practice, gradually creating a knowledge base of the subject until mastery is achieved.
Granted, mastery is not totally necessary prior to writing, which in itself is a learning mechanism similar to writing flashcards for study.
Interleaving of different but related subjects occurs across each phase, interweaving a cognitive relationship across life-cycle development of a project. From assessing requirement descriptions, use-flow of intended software implementation, how the project development is implemented, end-product testing; each phase is a continual use of interleaving several different subjects in relation to development, culminating in accurate knowledge of a subject and applied towards quality end-user documentation. |
References
Brown, Peter., Roediger III, Henry L., and McDaniel, Mark A. (2014) Make it stick; The science of successful learning. Cambridge, MA : The Belknap Press of Harvard University
Roediger III, Henry L., How People Learn. [Video File]. From https://www.youtube.com/watch?v=4tz8gVPHhFE
Schell, Julie. Helping Students Learn: Retrieval Practice. [Video File]. From https://www.youtube.com/watch?v=xK6JIUfcOXg
Cline, Chris. Creating Learning Objectives. [Video File]. From https://www.youtube.com/watch?v=_woMKwBxhwU
John Hopkins University. How to Write Learning Objectives using Bloom’s Taxonomy. [Video File]. From https://www.youtube.com/watch?v=4DgkLV9h69Q
Roediger III, Henry L., How People Learn. [Video File]. From https://www.youtube.com/watch?v=4tz8gVPHhFE
Schell, Julie. Helping Students Learn: Retrieval Practice. [Video File]. From https://www.youtube.com/watch?v=xK6JIUfcOXg
Cline, Chris. Creating Learning Objectives. [Video File]. From https://www.youtube.com/watch?v=_woMKwBxhwU
John Hopkins University. How to Write Learning Objectives using Bloom’s Taxonomy. [Video File]. From https://www.youtube.com/watch?v=4DgkLV9h69Q