As always, my friend Les came into our discussion with a unique and well considered rebuttal. His point was that it's better to allow learners to find their own associations between modules than it is to force them to see the connections.
I take his point about forcing linkages and allowing them to become known by the learner innately. One of the characteristics of using the videos was helping the learner see that links might exist. In the safety and compliance world even trying to promote the existence of a relationship or tie in is unique.
So often these 18 year old guys who have fallen into the industry as a requirement not a chosen career path just want to get the course under their belts and move on that "understanding" and seeing relationships is difficult to inspire. That being said, you're exactly right, and many of our other classes, especially those for senior leader, focus on allowing the learner to learn at their own pace and in their own way as you mentioned. I wonder looking back now if we had been less focused on the directive perspective and more focuses on developmental perspective.There is a wonderful book that I am sure Les has read called Make it Stick by Roediger, McDaniel, & Brown where in that discuss the testing and retrieval practice as a part of study as you mention. Smith and Perez (2020) write that the book "recommends frequent, low-stakes quizzes and other activities that require active, effortful recall. Both teacher- and student-generated quizzes are effective, and the authors recommend students adopt a reading practice of generating possible test questions as they read and use these as a study aid" (see more here). Great resource on retrieval practice and reinforcement.
Resources
Smith, R., & Perez, E. (2020, February 19). Takeaways from make it stick: The science of successful learning. Retrieved May 23, 2021, from Apaonline.org website: https://blog.apaonline.org/2020/02/19/takeaways-from-make-it-stick-the-science-of-successful-learning/
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