Helen Abadzi

Document Type

Article

Source Publication Title

The International Bank for Reconstruction and Development/THE WORLD BANKAN EDI SEMINAR PAPER

Abstract

This paper looks at ways for a trainer giving a seminar to increase the chances that participants will retain the material presented and use it in their work. It also looks at the techniques which make information memorable and accessible in the long run. Cognitive research provides some answers. For information to be accessible, it must be learned along with its potential uses so that connections between different sections of networks can be established. To achieve this the trainer should: (a) respect the limitation of human attention and present varied stimuli of intermediate complexity to educated adults; (b) use outlines during presentations to facilitate organization of knowledge; (c) create specific occasions to allow participants to elaborate the information; (d) determine which information should be remembered in the long run and provide activities to make it memorable; (e) spend as much time developing why and when to use certain procedures as they spend on how to use them; (f) avoid extensive readings that will interfere with top priority information; and (g) avoid one-shot sessions on important topics, which do not elaborate information sufficiently.Summary: This paper looks at ways for a trainer giving a seminar to increase the chances that participants will retain the material presented and use it in their work. It also looks at the techniques which make information memorable and accessible in the long run. Cognitive research provides some answers. For information to be accessible, it must be learned along with its potential uses so that connections between different sections of networks can be established. To achieve this the trainer should: (a) respect the limitation of human attention and present varied stimuli of intermediate complexity to educated adults; (b) use outlines during presentations to facilitate organization of knowledge; (c) create specific occasions to allow participants to elaborate the information; (d) determine which information should be remembered in the long run and provide activities to make it memorable; (e) spend as much time developing why and when to use certain procedures as they spend on how to use them; (f) avoid extensive readings that will interfere with top priority information; and (g) avoid one-shot sessions on important topics, which do not elaborate information sufficiently.

Disciplines

Curriculum and Instruction | Education

Publication Date

1-1-1990

Language

English

Comments

Education Report Number: 9932

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