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It is crucial to activate the previous Knowledge regarding online learning

May 4, 2022

What IS Prior Knowledge?

For purposes of designing instruction, previous knowledge is the knowledge that the learner has already stored in their knowledge bank prior to stepping into your new learning experience that the instructor is providing in your online class.

An informal method to consider the issue is to consider asking yourself:

"What do students require to learn in order to be ready to be ready, open and willing to comprehend what I'm going to impart to them? "

When someone signs up to take an online course , one of the most important factors they're seeking is the expertise of the instructor in supplying the right information at every step of the learning process to consistently deliver what they're looking for.

Get into:

   What is the importance of activating previous knowledge in educational settings?  

   Why should you focus on previous knowledge in your learning program? Why is it important?

Prior knowledge is essential because it helps make it easier, or more difficult for people to understand current information in class.

 With no prior experience is an unguided exploration of learning

In the event that learners do not have prior knowledge of the topic the subject, they're thrown into an uninitiated "discovery" learning.

The majority of human life is an exploration that is not guided (otherwise referred to as "learning the hard way").

Though unsupervised learning may be enjoyable (for youngsters playing or advanced specialists who are exploring the limits of their respective fields) , more often it is neither entertaining, fun, or particularly secured (as as in the current worldwide Covid epidemic that has put the entire planet in a bind that requires a long period of discovering and studying).

In the context in making online courses, students should not sign up to an online course to learn on their own.

Research has shown that discovery-based learning without guidance isn't as effective as structured learning when it is carried out online. The aim of online classes is to give the user with a GUIDED learning experience which means that the creator of the course can develop a pathway that will take users through the program from Point A to Point B. What people are looking for when they enroll in an online course that is dependable that is well-constructed, a well-designed, and a GUIDED path.

One way to ensure that the course you are offering is constructed properly and offers a well-planned learning experience is to incorporate the previous skills your students will require throughout the journey. Thus, they'll have the ability to follow an actual path which starts from the point A (their previous experience prior to taking the course) up to the point B (the change they wish to see occur by attending the class ).

And... How do you do it?

If you are planning to develop your own online course, it's helpful to "begin by putting the final objective in your mind" by using the system of reverse concept.

Start by imagining the activities your participants in the course will accomplish during the course's end, you can employ a reverse-looking model to think through the prerequisite abilities they'll need to develop at every step that will be required to meet this learning goal.

Certain types of knowledge from prior experience

Essential and prerequisites for its usage

Educational theorist and researcher Robert M. Gagne distinguishes between two kinds of prior knowledge :

  • The fundamental or enabling requirement that require prior knowledge that learners MUST HAVE to be able to grasp what you want to impart now
  • Prerequisites for support A prior knowledge of it could be helpful in order to comprehend what you're teaching

The space for processing mental information is a major advantage for online learning as contrasted with traditional classroom learning because of the complexity of navigation, lack of immediate feedback, as well as the isolation of social interaction that comes as an effect of online learning. So, when designing an online course , you could be aiming to acquire only the necessary knowledge your students need to have to achieve the goal (Point B) this course will aim to provide.

Unhelpful, but not useful prior knowledge previous knowledge

Knowledge gained from previous experiences can be helpful in the sense that it provides an understanding base to be used to create the next step in the learning process. Iffor example, one already has Latin or French as a second language, they can benefit from their previous knowledge to learn Romance languages such as Spanish and French. Learners from Spanish and French that have a fundamental grasp of Latin are able to benefit from the understanding they have of language roots and grammar rules which are relevant for the Romance language family.

If someone has knowledge of Latin and wants to continue to learn about Chinese, Arabic, or Hindi The rules for grammar as well as the vocabulary of Latin do not help these people. Applying Romance-language rules to non-romance languages can result in a phenomenon called "Language interference" that occurs when the incorrect prior knowledge gets hindering the process of learning new capabilities, rather than helping the process.

If you were to teach Arabic as well as Hebrew to those who speak Romance languages, you'd first need to build in helpful prior knowledge by giving Semitic-language-related rules regarding word roots and grammatical structures, and also instruct learners to ignore their unhelpful prior knowledge of Romance rule of language.

If you were teaching Turkish to people who speak English and Arabic Then you would need be able to show them how to not comply with the ineffective (in the context of this) rules of both Indo European AND Semitic languages and instead teach pertinent regulations that relate to "agglutinative" languages, such as Turkish as well as Japanese, that build words through "gluing" tiny pieces of sound and significance on top of each other in order to create words.

After you've identified and removed (or directed your students to disregard) previous knowledge that isn't helpful Next steps are to:

  • Build upon top of their prior experience and useful information
  • Complete any necessary previous information
  • Construct your course in order to impart the basic knowledge step-by-step

Let's look at the most effective approach for implementing all these strategies for activating learners' prior information.

   The steps to take as you establish the necessary fundamental knowledge needed for your online education programs  

   1. Know the knowledge prior to of the group you are targeting (and isn't) possess.

The tighter and more specific the subject you are studying, the more uniformity will be the types and amount of knowledge that your students possess about your class's topic. Knowledge of their past experience will enable the class to be planned to be an enjoyable experience for all students in the targeted audience.

Another reason it's not feasible to create an online program that's available all "everyone," is that "everyone" doesn't have exactly the same amount or quantity of prior knowledge. While it's true it's important for "everyone" to eat a balanced diet but the particulars that are required to eating healthy are distinct for Sumo wrestlers macrobiotic vegans, sportsmen on endurance bikes, finicky 4-year-olds and those who reside in a nursing facility.

In order to find the entry point entry for your class (Point A) It is important to take into account the prior knowledge of the target audience into account.

Begin by conducting research on the market so you can gain insight into what data the market holds.

Analyze whether the prior knowledge that you've got is helpful and/or not useful as it pertains to what you'd like them to learn.

   2. Build on top of learners' existing helpful previous information

  • Step 1: Define the purpose of your institution, course or lesson (whatever dimensions you're planning to design instruction at). It's "Point A" ... what you would want to accomplish.
  • 2. Determine your students who are familiar with the topic (that corresponds to "Point A" ... their starting point).
  • Step 3: Sketch the most straight path that will lead you to Point A to Point B. This is the path of knowledge that the course will provide.

There are many ways to set up your course to take you to Point A to Point B How do you determine which is the easiest one to follow? Will it be?

Designers of courses often get trapped at this stage of the course design process because they are armed with an extensive knowledge base of their field, themselves and their subjects, making it impossible or difficult for them to comprehend the "the best method" is for a novice learner who does NOT share their proficiency level.

An overwhelming amount of knowledge in subject matter is, in a way, an incorrect prior knowledge base for structuring the course! (This problem is so common that it's given a title, "The Expert Blind Spot". )

In order to overcome the blind spot of specialists, it is able efficiently and quickly to depend on an alternative form of knowledge that is based on Gagne's research into what types of people attain different kinds of learning outcomes optimally.

   3. Prior knowledge building across diverse domains of study

Here's how you can use Gagne's research to enhance and expand your students' knowledge base over the five areas of instruction (verbal information, cognitive strategies, attitudes, and cognitive abilities (how-to) in addition to motor skills).

The information that we communicate generally serves as a vital prior knowledge to prepare students for higher-level learning. This may be offered in the same class or in one which follows as a sequence of courses.

Verbal information learning helps learners utilize words to document and explain and so on. their understanding.

In the age of online course companies, the majority of course makers use verbal information learning in the form of checklists, swipe file, along with brief, useful PDFs and eBooksto draw leads or provide free training early on in an advertising funnel.

The results of learning information that are verbal could vary from very simple to the extremely complex:

  • List
  • State
  • Describe
  • Do not forget
  • Examine
  • Evaluate
  • Comparing with contrast
  • Discuss the significance the significance HTML0.

Basic verbal tasks that provide data, like listing things, explain the item, state it, and remember, are in the very beginning levels that Bloom's classifies. more complex verbal tasks like evaluate as well as compare and contrast and articulating the importance of various factors as well as ideas are the higher levels of Bloom's taxonomy.

As an example, a very simple course in verbal communication can have students name five breeds of dogs. We'll call this class 1.

A more sophisticated course in similar sequence can help students to examine and compare advantages and disadvantages of different dog breeds for families with children. The second course in the sequence is called "The Dog Breeds of Children..

An even more complex course for veterinarians could have learners explain the significance of certain historical dog breeding protocols and the resulting health concerns which can be seen across all breeds on the genomic and the scale of epidemiology. The course is referred to as 3.

Based on prior experience, the course 1 can be a good starting point for those wanting to take course 2 of the online course. Course 3 is a different group, since veterinarians are familiar with everything they learned from courses 1 and 2 long ago and would not possess the relevant previous knowledge of what they want to learn on the internet at their current level of knowledge.

When analyzing the market of any online course that you want to create it is essential to comprehend the extent of your students' prior knowledge regarding the topic you intend to present. One of the key aspects to market research involves determining not just WHO the course is intended for (your specific area of expertise) as well as what the students already are aware of (their knowledge level regarding the subject you're teaching).

Learn to become proficient (How-to tutorial)

The initial step to getting the most out of every skill (how to change tires, or bake cakes, or make millions of widgets in one day without even trying or even attempting to do it, etc.) is to learn the foundational concepts or main ideas which are the fundamental knowledge in order to master the ability.

The concepts are taught through verbal instructions... therefore, it's often the knowledge needed for the task (but it's not ENOUGH to be mastered... you'll find that you need to impart the actual action steps too).

Mindset change your course of study

The most commonly used knowledge for changing one's attitude and behavior, is an awareness that's deep within what isn't working. This is why so many effective program for changing your mindset require an individual "hit low" before being ready to change their behavior.

Adopting the wrong mindset is an option that all students can make. In order to truly change towards a more positive mindset it is necessary to have information on how to determine if adopting an unhelpful mindset is not the one they want to make.

Cognitive strategies courses (learning about the best way to learn)

The key component in mastering a cognitive strategy (a technique of "learning the most effective way to learn" the topic), is practicing the technique... However, before anyone can attempt the technique one must be able to apply the technique and understand how it functions. Understanding how the strategy works is the first fundamental understanding they should acquire to implement the method into practice.

motor skills classes (movement)

For a person to move effortlessly using the muscle memory system that's automatic the students must first have an understanding of the steps that comprise the routine. To teach the physical movements online it's essential to begin with dissecting the workout into small steps and the steps step-by-step.

   4. Integrating previous knowledge into different levels of education

  • Recall things they've been taught before (i.e., recall earlier information)
  • UNDERSTAND concepts and notions of fundamental concepts and ideas
  • Utilize the knowledge they've acquired through practical ways (i.e. Apply the previous knowledge)
  • ASSESS what they've discovered (reflect on their prior experience)
  • EVALUATE the value or importance of what they've learned (put the knowledge prior to it in context)
  • Create Something completely different from what they've found (use their knowledge gained to create new ideas)

If the learning goal you're pursuing involves the use of higher-level thinking capabilities, like the ability to analyze, review and/or create something entirely that is completely novel, make sure you've included the knowledge and experience you need your students to attain this goal within a prior lesson or earlier course. (The "Line of Understanding" is from Learn and Get Smarter, Inc. is a great guideline to assist you in performing these things). ).

Ask yourself to determinewhat among the five areas of education the objective you want to achieve for you to plan the portion of your lesson in which you will present your new teaching, based on the standards for the particular area of study.

The guidelines for setting up instructions are explained in detail for how to create instructions in each of the five learning areas, inside Course Design Formula: How to Teach Anything to Anyone Online, Chapter 7, pp. 151-160.

To incorporate previous knowledge into a course set in the course segments ( these are known by the name of "chapters") by following this manner:

  • Instructional courses that take the form of oral (chunk of information with each chunk moving between higher and lower level thinking skills)
  • Classes about attitudes (wrong way of thinking, the correct one (role models, right way, wrong way Find out why you're there, support)
  • Cognitive strategies (explain how to use the strategies, practice the method, receive feedback)
  • Skills for the mind/How to (foundational tools, concepts and actions to be followed/fine tuning)
  • Motor skills (teach each individual movement/create smooth movement routine/practice/feedback)

 for the purpose of making use of prior knowledge in the course or entire online academy

   Conclusion and summary  

The right knowledge prior to learning (and not relying on the wrong previous knowledge) is among the key factors to efficient learning across all kinds of. Making sure that students have the correct prior knowledge is crucial for online learning because it is harder for instructors to modify and adjust the material in real-time with immediate feedback from the learners.

The prior knowledge that they have as well as the basic understanding that they'll require to understand what you're trying teach as well as how you can incorporate this prior knowledge into every class, lesson, or bundle of the online academy is crucial to making sure your students have the ability to achieve the transformation you promise.

What happens when you find out that your students require some prior information that hasn't been provided to them in the class?

You have a choice of:

  • Pre-requisite courses should be developed based upon the prerequisites
  • Learning can be described as a series of steps in your course
  • Courses in a sequence that are available in a variety

makes it very effortless, simple and efficient to simply add an earlier section to the existing class, create new courses in order to cover any previous information your students require, or to create classes which build upon one another as an online college.

If you find something difficult to your pupils in your class to grasp You should inquire about the Bloom's Taxonomy the learning goal needs, and afterwards, ensure that you haven't missed any previous learninginformation actions or stages of understanding which your students require so that they can achieve the learning goal.

It's not sustainable for an expert to tell to someone who is just beginning, "Here's how I built an airplane rocket with my decades of expertise in the field of astrophysics" And then jump right to "Now you can build this!". The wildly imaginative example above should serve as a reminder that learners must begin with a slow trip, one tiny one step at a time to build their prior knowledge each step along the learning journey the curriculum you provide your students.

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