How We Learn: Storage & Retrieval Strength

" Learning is rooted very much in the mind’s ability  to 

extrapolate a broad range information linked to external stimulus..."

A common thread that affects learning and our comprehension is “How We Learn”. Funny, isn’t it - that this is perhaps the single most important factor in developing learning programs –yet it is the least understood and often least considered aspect of skill development and behavioural change.

 Learning programs, and in particular eLearning programs demand that an individual focus on a set of learning objectives we have set out for that learner. We seek to entrench comprehension and change behaviour through such learning programs. Most learning strategies within organizations and corporations are based on cost and availability of resources with little concern for long term implementation strategies and a need to validate learning.  Effective eLearning involves understanding how our brain works to store, recall and apply knowledge. If we don’t understand how that takes place and how we can best create an environment that will allow this to happen, how can we hope people will apply what they have learned.

Traditional classrooms and their learning strategies are built on historical experiences in organized learning regimens and do not create a connection between learning and understanding. The foundational learning strategies we currently use in most of our business learning environments date back to the 19th century. Experiential learning or the classroom based learning in a one to many environment is the primary means of teaching/learning.

This strategy is entrenched in teachers and learners who focus on a learning formula that suggests: creating a link between memorization, repetition and application equals comprehension and learned skills. It is my contention, based on the existing data sets resulting from many learning studies, that there is significant evidence that this is not the most effective way to teach or learn, however, it may be the cheapest. I wonder of cheaper is better if nothing is learned?

Learning is rooted very much in the mind’s ability to extrapolate a broad range information linked to external stimulus, thus creating links in our ability to store, recall and apply knowledge based on how that knowledge gets embedded.  Creating unique environments, delivering a message in a memorable way and allowing the learner to learn in a way that suites their abilities and capacity to paramount to learning. Check out the Godden & Baddeley study on the effects of context cues on recall.

Robert Bjork of UCLA and his wife, Elizabeth Ligon Bjork also of UCLA can be said to have developed the theory of “Forget To Learn” in the 80’s. The principle theory is this “Any memory has two strengths, a storage strength and a retrieval strength.”  

“How We Learn”, author, Benedict Carey, tells us that storage strength is just that, a measure of how well learned something is. It builds up steadily with studying and more sharply with use.”   He goes on to say, “According to Bjorks theory, storage strength can increase but never decrease”…and, “The brain holds onto only what is relevant, useful or interesting - or maybe so in the future.”   Casey tells us that “Retrieval strength…is a measure of how easily a nugget of information comes to mind. It too, increases with studying and with use.”

Retrieval strength can be a matter of how quickly we can bring things to mind, while storage strength is a matter of how familiar something might be. ELearning is affected by this learning philosophy. If an eLearning program, for example has 6 modules, and each is about 45 minutes long which we take only once, than the storage strength and retrieval strength are both low.

How do we improve on this? Each module can be followed up with questions. This serves as repetition of content and improves retrieval. Adding case studies and interactive scenarios helps improve storage strength as we apply and use the knowledge. We can further improve storage and retrieval with follow up meetings and one-on-one sessions that extend our learning of the concept, by creating a series of demands on our memory that recall and apply the principles learned.

Spreading out the learning process over a longer period of time, changing the delivery medium and varying the time and place in which we learn are all hall marks of eLearning. This creates an environment where the knowledge can become more embedded in our memory, improving our storage and retrieval strength and allowing us to recall information more readily. This is especially true if we continue to follow up and extend the learning process through a variety of additional learning opportunities. These complementary learning opportunities that complement eLearning can be simple and low cost including; group meetings, one-on-one simulations, learner surveys, reading assignments, learner feedback, follow up evaluation of implementation strategies, etc.  

ELearning is an ideal medium for knowledge transfer, but on its own it’s is far less effective. Learning strategies, that use eLearning as the primary learning medium, delivered over longer periods while including multiple learning opportunities and multiple mediums create the best outcomes.