Have you ever been well educated on a subject, but when the time came to put your knowledge into practice, you didn’t feel entirely confident?

In analyzing how memory retains and later provides information, it’s important to take into account both the learning situation and the performance situation in a learning system. In traditional learning systems, educators have tended to focus on the learning situation without considering the context in which the learner will perform. The stress is on how to present the information and aid the learner’s memory <!– /* Font Definitions */ @font-face {font-family:Helvetica; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:536902279 -2147483648 8 0 511 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:””; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:”Times New Roman”; mso-fareast-font-family:”Times New Roman”;} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} –> —but what about the other end of the process, when the learner needs to pull out that knowledge and put it into practice?

If the learner is unable to easily access what’s stored in his or her memory, that knowledge is rendered useless. A successful learning system uses strategies that aid the learner in retrieving information during performance.