Liftology 10: The role of examples

Models are causal connected models that explain how the world works. As such, they’re critical for performance, as they guide decisions about how to act. Consequently, they’re also important for learning to perform. However, we need to use them concretely, and there’s little guarantee that learners will automatically infer where and when they should be used. While practice is one step we need, there’s another that is important, and that’s the use of examples.

Examples are instances of models being used in context. That is, we show how the models play out in practice. Research shows that learning is more effective, for novices (which is frequently who we’re addressing) when learners see a few examples before they move on to practice. Why is that, and what are the important details? 

For one, examples need to not only use the models, but be explicit about doing so. Which requires that examples aren’t just shown, but are ‘narrated’. That is, making visible the underlying thinking that accompanies the use of the model. So, “...because of this feature, I used that model, which implied that I should first take this step…”, with specifics instead of the generalities I’m using here. 

The contexts used, across practice as well as the examples, should help learners both recognize the setting, and then gradually expand their use. Ultimately, learners should see enough contexts to be able to abstract the underlying model through context that has been presented conceptually. Importantly, they should acquire the ability to apply the model in situations they haven’t seen before. 

The contexts used should also be identifiably relevant. For far transfer, the contexts don’t have to be real, just the situation requiring the decisions and the model should be recognizable to learners as appropriate. As learner capability improves, the situations seen and the problems to be overcome should increase in challenge. 

One other element is important, and that is that the overall flow should be interesting! Really, an example is a story, where you have a protagonist with a problem to overcome. The character uses the model to solve the problem (or not), and the consequences are visible. As this is a story, it should be one that learners not only recognize, but find interesting. 

Together, we can make examples helpful, not merely just content. We should cycle between an example or two, and then practice, and then back to a more complex example. We may well introduce a more complex model, and then more examples and practice. That’s how we build advanced capability, moving beyond a simple response.  Examples don’t live on their own, just as practice nor models do, but together they’re part of an effective learning experience. Presenting new examples are reactivating the concept in context, actually recontextualization. Which is an important part of learning, particularly spaced over time, which is what LIFTs are all about!