Pre-Training

= PRE-TRAINING =

=**Summary **: =

The pre-training principle is a way of helping learners to process some of the information in advance. It works best to provide pre-training in names and characteristics of key concepts in lessons. According to Clark & Mayer (2011) the pre-training principle is relevant in situations when trying to process the essential material in the lesson would overwhelm the learner’s cognitive system. Pre-training is a way for beginning learners to “manage their processing of complex material reducing the amount of essential processing they do at the time of the presentation.” (Clark & Mayer, 2011) Applying the pre-training principal is a way to help learners understand the cause-and-effect of specific lessons. When students already know specific terms, then they can devote their cognitive processing to build upon larger components. Pre-training is a great way for learners to develop an understanding of content prior to the main lesson.

Clark, R. C., & Mayer, R. E. (2011). E-Learning and the science of instruction: Proven guidelines for consumer and designer of multimedia learning (3rd ed.) San Francisco, CA: Pfeiffer

=**Examples**: =

An example of pre-training is the introduction of a series of graphics that depict the different engine parts unfamiliar to the learner. Using rollovers to display the part name and function familiarizes the learner with the part(s) and part function(s) when referenced later in instruction (Whitegate Utility Software, 2011).

Before newly hired tellers attend teller training at some financial institutions, they are assigned several e-learning courses to prepare them for class, including products, services, and regulations courses. This information can then be reinforced during teller training rather than having learners hear the information for the first time during teller training.

Whitegate Utility Software. (2011). Applying the segmenting and pre-training principles. Retrieved from []