Training Industry Magazine - May/June 2020 - 21

WHAT IS SPACED-INTERVAL
LEARNING?
Spaced-interval learning is a concept that
has been used effectively in studying for
standardized tests, information technology,
and education. Spaced-interval learning
involves presenting new information,
then reintroducing the information after
a period of days or weeks. Reintroducing
the learning requires the brain to recall the
information before the individual has time
to forget. During each successive interval,
new information can be introduced while
reinforcing prior learning.
The biggest advantage of spaced-interval
learning is that it minimizes the effect of
the forgetting curve. During his 2015
keynote address on brain-based learning,
Dr. Art Kohn challenged the audience to
recall the effects of the forgetting curve.
First introduced by Herman Ebbinghaus
in 1880, the forgetting curve illustrates
the natural decline in memory over time
if knowledge is not immediately and
frequently used after learning. According
to Kohn, as much as half of information
learned is lost in as little as one hour
after the training event ends, and 70% of
information learned is forgotten within
24 hours. Up to 90% of learning can be
forgotten in one week. Kohn explains
that forgetting is adaptive. It is the brain's
way of filtering out irrelevant information
to make space for essential information
that may be learned later. To further
support the forgetting curve, Murre and
Dros replicated the work of Ebbinghaus
and found similar results in the decline in
memory over time.
Spaced-interval learning overcomes
the effects of the forgetting curve by
providing learners with periodic review
and reinforcement of previously learned
content. The first reinforcement period
can take place within 24 hours of the
initial learning or later depending on the
complexity of the information.

HOW IS SPACED-INTERVAL
LEARNING IMPLEMENTED?
When tasked with developing training
to minimize the impact on productivity
and the natural demise of memory,

a spaced-learning approach may
be the right solution. Here are a few
considerations when implementing
spaced-interval learning:

MEET WITH BUSINESS
LEADERS.

Before starting the design work, speak
with your business partners to determine
if this approach meets their needs. The
success of training events requires buyin from stakeholders. A spaced-learning
approach is a good option when taking
learners out of their work will negatively
affect productivity, as well as when there
is a period of time between the training
event and when participants will apply the
training on the job.

IDENTIFY THE LEARNING
TIMEFRAME.

Next, work with business partners to
identify the maximum number of hours
each learner will be allotted to participate in
training to best minimize business impact,
and obtain a commitment to scheduling
that time for learning. Learning periods
can last as little as 30 minutes each day
or a few hours each week depending on
the amount of content covered and the
time between training and implementing
the learning.

DESIGN TRAINING WITH THE
LEARNER IN MIND.

Identify the learning objectives and
pertinent information required for the
content, then begin the design work.
If there is a relatively short time to design
the program, leverage existing learning
materials where possible; if there is a
longer design time, build a new curriculum.
Keep learning intervals short, covering no
more than two or three objectives. Plan
to deliver the content for each objective
using different learning styles.
For example, consider providing content
for auditory learners in an instructional,
recipe-style format. Follow-up by
delivering the same content with a video
demonstration of the training to engage
visual learners. Finally, allow learners to
participate in a hands-on activity where
the information is applied in a real-world

Work with your business
partners to schedule time
for participants to engage
in learning activities.

Include only one or two
learning objectives per
learning interval.

Design activities that
present the content in
multiple ways to engage
auditory, visual and
kinesthetic learners.

Hold a weekly check-in
meeting to answer
questions and validate
learning.

Incorporate novel gaming
activities to allow
participants to share what
they learned in a new way.

T R A I N I N G I N DUSTR Y MAGAZ INE - THE APPLICATION OF LE ARNI NG 2 02 0 I WWW. T RAI NINGINDU S T RY . C OM/ MAGAZ I NE

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https://www.trainingindustry.com/wiki/content-development/forgetting-curve/ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4492928/ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4492928/ https://www.trainingindustry.com/magazine

Training Industry Magazine - May/June 2020

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