Avoid interferance in learning through attentive design

It is important for curriculum developers to understanding how the random assignment of learning activities and incongruent information can negatively affect learning. In particular, as the demand for simulations grows, so does the need for careful curriculum development in order to maximize learning. It is important to consider how learning is acquired and how information is retained in order to maximise the positive transfer of learning while minimising potential obstacles that may disrupt understanding.

Clapper (2011) highlights four important phases of learning:

1. Inquire phase — The aim of this phase is to facilitate the transferring in of frames of reference or schemata derived from past experiences related to the subject and knowledge accumulated. It is essential to keep in mind that while high-load prior work can impose a strain on working memory and will interfere with learning; successful transferring in of knowledge from prior work that is later found to be consistent with new learning results in positive learning transfer.
2. Gather phase — The aim of this phase is to enable the collection of information from various teaching and learning activities.
3. Process phase — During this phase information gathered is processed and synthesised. Once the information has been internalised through teaching and learning activities and reflection then positive learning transfer occurs.
4. Apply phase — The aim of this phase is to facilitate the transfer out of new knowledge to real-life settings. It is often the most difficult phase of learning.

Reflection-in-action is important throughout the four phases. Reflection-in-action involves stop and think to replay the experience (returning to); attending to the feelings evoked by the experience; and re-evaluating the experience in order to transfer the learning or move on. Learning designers and facilitators should be vigilant that learning environments may be creating interference and/or unintentionally providing conflicting information.

Clapper, T.C. 2011, May. Interference in learning: what curriculum developers need to know. Clinical Simulation in Nursing, 7(3), e77-e80.