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Summary Room2-Vince, Kyle, Audrey, Kari, Jill

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Summary Room2-Vince, Kyle, Audrey, Kari, Jill

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Balance is key.  Balance in use of technology, team building, building community, and recognition of students' existing knowledge, expertise, and experience.

There is a similarity of the concepts among and between all resources.  As learners, we want to ensure the learning will be valuable, relatable, and useful.

Need to be respectful of learners' life priorities, circumstances.

Faculty need to see students as customers (deserve $$$ worth of value, but don't "buy a degree").  They are buying something from us/St. Mary's.  Learners are taking this class for a reason.  This better be useful otherwise it is a waste of time and money.

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Room 1 (Deb/Jordan/Amy/Fabio) - Specific Activity

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Room 1 (Deb/Jordan/Amy/Fabio) - Specific Activity

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Needs Assessment
1. Could be synchronous meeting OR a survey
2. Gauge their background on the particular topic (new to field vs expert) and future goals (learning desires & career objectives)
3. Understand how they desire to share their learnings with you & others (i.e. writing vs presentation vs video vs....)
4. Understand how they desire to learn (peer to peer discussion, lecture, reading, etc... - rank their desires)

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1. Adults are busy, so “what’s in it for me?” is crucial.
2. They want to share their experiences & learn from the experiences of others.
3. They can benefit from a “Needs Assessment” so discussions & how they deliver/demonstrate learning (tools/techniques) can be tailored to them.
4. Content to be delivered in a manageable way; be aware of cognitive load.
5. Improve engagement by focusing on the five motivators

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Interesting abstract on Adult ESL students with  universal principles. 

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Interesting abstract on Adult ESL students with  universal principles. 

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This was shared during the CELT online teaching series. I think it is a great reference to remember to work towards high level thinking (and teaching).

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Amy Erickson Jack Mezirow  - I've been reading about learning theory and theorists and transformative learning and cognitive load theory felt relevant to this instruction. The first is divided into types of learning and three different codes, while the other is based more in neuroscience. https://www.instructionaldesign.org/theories/cognitive-load/

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Amy Erickson Jack Mezirow  - I've been reading about learning theory and theorists and transformative learning and cognitive load theory felt relevant to this instruction. The first is divided into types of learning and three different codes, while the other is based more in neuroscience. https://www.instructionaldesign.org/theories/cognitive-load/

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The Transformational Learning Theory originally developed by Jack Mezirow is described as being "constructivist, an orientation which holds that the way learners interpret and reinterpret their sense experience is, central to making meaning and hence learning" (Mezirow, 1991). The theory has two basic kinds of learning: instrumental and communicative learning.

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7 Adult Learning Theories and Principles (Aug 2021)

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7 Adult Learning Theories and Principles (Aug 2021)

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1. Self-directed: Learning at one’s own pace in one’s own way

2. Transformational: Learning can change your perspective on the world and vice-versa

3. Experiential: Focuses on developing life experience or “hands-on” learning

4. Mentorship: Learning from an outside mentor (established figure) in a field

5. Orientation to (or of) learning:  Adults need to reframe their emotions and assumptions around the experience and value of learning

6. Motivation:  Children are motivated by parents and laws requiring their education; adults often have internal motivation

7. Readiness to learn:  As a child matures, they reach a certain threshold of learning readiness (such as reading or basic math facts), but adults have already been through this development and need to rely on past experience or life changes to develop a renewed readiness

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7 Adult Learning Theories and Principles | Tips, Guides and More

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These 7 adult learning theories and principles can boost your organization’s performance and training. Click here to find out how to apply them.

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Jane Vella (1994)12 Principles of Adult Learning

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Jane Vella (1994)12 Principles of Adult Learning

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1. Needs Assessment--Finding out what they are coming to class with

2. Safety-including design of learning tasks, learning environment, small group work, and materials are challenging and safe

3. Sound Relationships

4. Sequence and Reinforcement--Scaffolding and ample practice

5. Praxis--Action with Reflection

6. Respect for Learners as Decision-Makers

7. Ideas, Feelings, Actions--Cognitive, Affective, and Psychomotor (behavior) domains

8. Immediacy

9. Clear Roles--Clarity that there is human equity between teacher and learner--

10. Teamwork

11. Engagement

12. Accountability--What is taught is taught, but more importantly, what is to be learned is learned.

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Right around the time Knowles penned the fifth pillar of his adult learning theory, he also introduced four pillars that we can apply to adult learning:

Adults want to participate in both the planning and evaluation attached to their instruction.

Experiences, both good and bad, serve as the backdrop for all learning activities.

Adults first gravitate towards learning things that are directly relevant to their job or personal life.

Adult learning centers on problems, not subjects.

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Using Adult Learning Principles in e-Learning (Dec. 2021)

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Using Adult Learning Principles in e-Learning (Dec. 2021)

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1. Adults are internally motivated and self-directed

2. Adults bring life experiences and knowledge to learning experiences

3. Adults are goal oriented

4. Adults are relevancy oriented

5. Adults are practical

6. Adult learners like to be respected

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When developing eLearning, it is important to put yourself in the shoes of the learner. Two essential questions to consider are:

'Who are the learners?

'What will motivate them to learn?'

The tools today are packed with features to make learning exciting and easier to use with templates ready to get you started quickly. But for those of us designing courses for adult learners, it's helpful to understand adult learning principles too since this is not an automated function of any tool.

Malcolm Knowles pioneered the study of adult learning (called andragogy) in the 1970s, identifying the following six adult learning principles.

1. Adults are internally motivated and self-directed

2. Adults bring life experiences and knowledge to learning experiences

3. Adults are goal oriented

4. Adults are relevancy oriented

5. Adults are practical

6. Adult learners like to be respected

These principles are an excellent summary of how adults learn.
PRINCIPLE 1: Adults are internally motivated and self-directed According to research, "adult learners resist learning when they feel others are imposing information, ideas or actions on them".
Adult learners like to feel a sense of control over their own learning. Online learning gives adults the choice to log on and learn at a time convenient to them. But what if they log on, and then have no freedom to navigate through the course in their own way? If possible, I like to give learners options to move around the course freely. It is best not to lock down the navigation which may lead to frustration and impede the learning process.

It can be argued that some learners will just click through to the end without reading each screen. To address this problem, I recommend putting in a Case Study or Quick Quiz at the end of each section to check their understanding. This will encourage them to go back to previous screens and take a closer look if they need to. You could lock the Quiz or Test so they have to pass before progressing. For more information about navigation options, read Tom Kulhmann's post on the Rapid E-Learning Blog.

But what about if the client asks you to lock down the navigation?

Some managers want their staff to click and read every item on a screen before progressing to the next screen. The good news is that self-directed learning is not just about navigation. If you have to lock down the navigation, there are other ways you can encourage self-directed learning. An important guideline is to lead the learner toward inquiry before supplying them with too many facts. Facts are often presented in the form of bullet points but this may not be the best way to facilitate learning. In fact if bullet points are over-used, it is a sure way for the learner to switch off. Instead try creating a real life problem (case study) that the student has to solve for themselves. You can supply a few facts or resources that they have to draw on to solve the problem. Then provide guidance or feedback after they have submitted a solution. In this way the learner is motivated to learn within a meaningful context. The learner has to think for themselves-and remember, adults like to solve problems and think things through for themselves. It is more likely that they will remember the information if they have had to apply it to a realistic workplace scenario.
PRINCIPLE 2: Adults bring life experiences and knowledge to learning experiences
Even if you do not personally know the learners you are designing for, you can be sure that as adults, they have a wide range of knowledge and experience to bring to the course. Try to draw on this experience from time to time in the course.

When I start designing a new section in a course, I like to ask the learners a few questions to draw on their pre-existing experiences. By drawing on the learners' current knowledge or experience, you are orienting them to the new topic and making the course more personal.

This example is from our Equal Employment Opportunity course. Near the start of the course, I asked learners to think about two questions: "What does EEO mean to you?" and "Have you (or someone you know) ever been discriminated against in a workplace?". I inserted a green box for the questions with the title 'Reflection'. The same green box format appears several times in the course and asks the learner different questions for reflection. This is a good way to acknowledge their experience and by doing so, show them respect.
PRINCIPLE 3: Adults are goal oriented
Adult learners need to have a goal to work towards when undertaking online learning. Some adult learners undertake online training by choice. They already have a goal, for example to change careers or get a promotion. Other learners do an online course because their boss has told them they have to. In both cases, adult learners like to know how they will benefit from doing the course. In the first few screens they should be able to answer the question "How will doing the course make my job/life easier?"

As eLearning designers, we need to convince the learner that the course will be worth their while. Although clear learning objectives are a start, there is more that we can do. For example you could open the course with a scenario that they could realistically face in their workplace. Then ask "Would you know what to do in this situation?". The idea here is to identify a gap in their knowledge which helps to motivate the learner to fill the gap. In other words, do the course!

As adult learners practice new skills, they need feedback about how they are progressing toward their goals. The timing of feedback is important: immediate feedback facilitates learning the most. The longer the interval between performance and feedback, the less likely it is that feedback will have a positive effect on learning. In eLearning we can provide feedback to an adult learner immediately after a skill has been performed. Using a tool like Articulate Storyline , its easy to provide feedback by question or at a deeper level by each individual response

It is also important to acknowledge goal completion; for example 'Congratulations you passed the test' or 'Well done - you have completed Section One of the course'. Another option is to use gaming elements by awarding badges. This kind of encouragement gives the learner a sense of completion and satisfaction.
Principle 4: Adults are relevancy oriented
Adult learners are usually time-poor. Whether they are undertaking the course at work, on the train, or at home, typically there are dozens of other things they could be doing with their time. So it is important not to waste their time with unnecessary information or irrelevant screens.

When I am selecting course content, I ask myself "Will this help the learner achieve the course objectives?". If the answer is yes, then it is included. If the answer is no, then I leave it out. Sometimes it is helpful to print out the course objectives and keep them next to the keyboard or on the wall in front of you. By keeping the course objectives at the forefront, you are more likely to keep on track with the most relevant course content.

In addition, adult learners want to see the relevance of what they are learning to their own experience. Always choose images that you think the learners will be able to identify with. For example if you are designing a course about Workplace Bullying for the mining sector, choose images of miners, mine sites and other environments that the learners will be familiar with.

Case studies also need to be relevant to the learners' experiences. In some cases you might have to talk to a Subject Matter Expert (SME) to gather ideas for realistic workplace scenarios. The more you can relate the content to the everyday experiences of the learner, the more likely they are to see the relevance of the course and engage with the learning experience.
Principle 5: Adults are practical
Adult learners like to apply newly-acquired knowledge in practical ways. They prefer to be active participants in the learning experience. That's why there should be plenty of interactivity in eLearning courses. Quizzes, surveys, challenges, discussions, research projects - all of these practical activities help to facilitate learning.

The desire for interactivity is not much different from child learners-however there is one important difference: adults need to apply their newly acquired knowledge and skills in their working life. In other words, they are undergoing training that will help them in practical ways to perform their jobs more effectively.

What does this mean for eLearning designers? It means you should write in a very clear, precise and direct way. Instructions must be crystal clear so learners can easily follow them. Avoid overly formal language that will only alienate the learners. Follow the principles of plain english.

It means the course should include plenty of practical advice that learners can implement immediately. Tips are an excellent way to do this. By sprinkling several practical tips throughout the course, it breaks up the content and brings the focus to a very practical level. I suggest using a Quick Tip throughout the course. It brightens up the course, by breaking up content and allows learners to follow expert advice.
Principle 6: Adult learners like to be respected
I think this last principle actually sums up all the six adult learning principles. Put yourself in the shoes of the learner, take care in your eLearning design, ask questions about their own knowledge and experience. Things to consider to avoid disrespecting your adult learners include restricting the navigation, repetition of warning messages, narrating on screen text word for word, poor graphic design.
'Respect your learner' is an excellent mantra for any teacher, trainer or course designer.
If you're want to learn more about using adult learning principles in eLearning then consider our Certified Articulate Training and eLearning Design Essentials course.

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Using Adult Learning Principles in eLearning | B Online Learning

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When developing eLearning, it is important to put yourself in the shoes of the learner. Two essential questions to consider are: 'Who are the learners? 'What will motivate them to learn?' The tools today are packed with features to make learning exciting and easier to use with templates ready to get you started quickly.

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Adult Learners need…

1. ...a physical and social climate of respect.

2. …a collaborative mode of learning

3. …experiences that include and build on the past experience of the learner.

4. …fostering of critical reflective thinking.

5. …learning experience that allows problem-solving and problem-posing.

6. …learning for action.

7. …a participative environment.

8. …empowerment.

9. …self-directed learning.

10.  ...learning that is sequenced and reinforced.

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Principles of Adult Learning - Individual Reflection

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Andragogy--Principles of adult learning

1. Internal Motivation--What’s in it for me?

2. Immediacy

3. Use past experiences to connect to new learning

4. Independence

5. Find relevance in task-oriented and problem-solving learning

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https://www.eduflow.com/blog/adult-learning-principles

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Cassandra Naji, EdTech Marketer & Director of L&D

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The Fundamental Principles of Adult Learning · Eduflow blog

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Adult learners are fundamentally different from childhood learners. Learn 6 core principles that should guide how we build learning experiences for adults.

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https://generalassemb.ly/blog/principles-teaching-adults/

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The motivations to learn evolve as you become older; and for an adult educator, teaching can be even more difficult without a basic understanding of adult learning theory.

Malcolm Knowles, a pioneer in adult education, popularized the concept of five teaching strategies for adults, which states that students learn best when:

1. Adults understand why something is important to know or do.

2. Adults have the freedom to learn in their own way.

3. Learning is experiential.

4. The time is right for them to learn.

5. The education process is positive and encouraging.

This post breaks down each principle outlined above, and details why it's an important method of teaching adults effectively.

Make sure adults understand why something is important to know or do.

When we step into adulthood many of us choose to take classes to meet personal and/or career goals. Adult students are special because they step foot into a classroom with the desire to learn. They are there to learn something new or become certified in a particular field.

This principle is not about why adults are sitting in your class looking to feed off of your knowledge, but rather why each component of the course you're teaching is an important part of the learning process.

Adults have the freedom to learn in their own way.

Many adults can remember having only one type of learning style growing up; this is mainly determined by their teachers' preferred teaching method. However, as an adult learner you may find out that you prefer a different learning style, or a combination of all three.
Visual Learners
Visual learners prefer to be shown a lesson through graphs, diagrams, and illustrations. They rely on what the instructor is doing and often sit in the front of the classroom to avoid visual obstructions. The best form of communication is providing worksheets, white boarding, and leveraging phrases such as, "Do you see how this works?"
Auditory Learners
Auditory learners listen carefully to all sounds associated with the lesson. "Tell me," is their motto. They will pay close attention to the sound of your voice and all of its subtle messages, and they will actively participate in discussions. You can best communicate with them by speaking clearly, asking questions, and using phrases like, "How does that sound to you?"
Tactile Learners
Tactile learners need to physically do something to understand it. Their motto is "Let me do it." They trust their feelings and emotions about what they're learning and how you're teaching it. Tactile learners are those students who will get up and assist instructors with role playing in the classroom.

You can best communicate with tactile learners by involving volunteers; allow them to practice what they're learning, and use phrases like, "How do you feel about that?"

The type of learner that makes up your classroom can easily be identified by conducting a short learning style assessment at the beginning of class. This assessment will benefit you and the students and will allow you and your students to be successful. This information will be as valuable to the student as it is to you.

Learning is experiential.

Experiential learning experiences can take multiple forms. Activities that get your students involved enhance your students' learning experience. Examples of learning activities include small group discussions, experiments, role playing, skits, building something at their table or desk, or writing/drawing something specific. Learning activities also keep people energized, especially activities that involve stepping away from their desks.

Honoring the life experiences your students bring to the classroom is another component of experiential learning. It's important to tap into that wealth of wisdom of your classroom whenever it's appropriate.

The time is right for them to learn.

No matter how hard a teacher tries, if a student isn't ready to learn, they won't. Luckily, adult students chose to be in your classroom, which means they have already determined that the time is right.

As an instructor, listen carefully for teaching moments and take advantage of them. When an adult learner says or does something that triggers a topic on your agenda, be flexible and teach it right then.

The education process is positive and encouraging.

For most adults, stepping back into the classroom can be intimidating, which is understandable if they haven't taken a class in years. Students may be apprehensive about what the course will be like and how well they'll do.

As an instructor of adult students, it's important to exude positivity, encouragement, and patience. Establishing motivation in the classroom can facilitate effective learning for students. Give your students time to respond when you ask a question. They may need a few moments to consider their answer. Recognize the contributions they make, even when small.

Give your students words of encouragement whenever the opportunity arises. Most adults will rise to your expectations if you're clear about them.
Explore Courses at GA

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5 Principles For Teaching Adults - GA Blog

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The motivations to learn evolve as you become older; and for an adult educator, teaching can be even more difficult without a basic understanding of adult learning theory. Malcolm Knowles, a pioneer in adult education, popularized the concept of five teaching strategies for adults, which states that students learn best when: Adults understand why something is important to know or do.

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This presentation caught my attention as I was searching for this assignment. In particular, "Motivating the Adult Learner" was of interest. The five motivators in the presentation include; Social Relationship, Social Welfare, Personal Advancement, Escape/Stimulation, and Cognitive Interest.

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Principles of adult learning ,principles of teaching and learning

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Deb Shepard                                            A Handbook for Adjunct/Part-Time Faculty of Teachers and Adults, by Donald Grieve and Patricia Lesko

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Deb Shepard                                            A Handbook for Adjunct/Part-Time Faculty of Teachers and Adults, by Donald Grieve and Patricia Lesko

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This is a quick read with some practical tips. There are 10 chapters covering teaching, teaching adult students, strategies for teaching adults, preparing for the first class, techniques/instructional aids/testing, student engagement, communication, online research, teaching large classes, and teaching online.

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Audrey Kintzi                                                     Amazing collection of resources for improving online teaching skills  

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Audrey Kintzi                                                     Amazing collection of resources for improving online teaching skills  

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This document was shared with us as part of the Online Learning certificate program. It is filled with resources to support effective online teaching.

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Audrey Kintzi                                                           Ideas to help engage students in your course.  

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Audrey Kintzi                                                           Ideas to help engage students in your course.  

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Check out this podcast.

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We're here to bring instructors and teachers inspiration, energy, and creative strategies that they can utilize in their everyday teaching.

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The Andragogy Approach: Knowles’ Adult Learning Theory Principles

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Knowles' Adult Learning Theory or Andragogy - Simplest Explanation Ever