A recent article by Training Magazine explores the idea that "googling" or "youtubing" something is creating an environment where people look up what they need at the moment, but don't necessarily commit it to memory figuring they can go back and look it up again if needed. (Hopefully the internet or our connection to it doesn't go down, right?)
"How people actually learn new knowledge hasn’t significantly changed. How they expect to access and apply it, however, has. We’ve been conditioned by Google and YouTube to want knowledge faster, sooner, shorter, and from anywhere." So as educators we are faced with balancing quick access with prerequisite information and practice to help the knowledge "stick" rather than be easily forgotten. At CTS, we don't look at YouTube as a foe, but rather another way of gaining information, just as is practice, learning fundamentals and sequencing and then demonstrating knowledge learned. Our hybrid classes adopt this model. Students learn by reading, video and practice in a prescribed order that accumulates knowledge. They take practice tests prior to their actual knowledge assessment, and then perform a hands on assessment in front of a subject matter expert to demonstrate competency in the topic being learned. What if there is a topic the student already knows? They go through it at their own speed and can quickly move past the topic. They then have time for topics they may not know as well. I have had a student finish an 8 week class in 4 weeks with this model. The student had already mastered several of the topics and was then able to concentrate on the new material. The student sets the pace for their learning, within the confines of the term. Learn more about our short term job training here or contact us for more information.