| Summarize the role adult
learning theories play in the design of instruction. |
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Relating design to how adults learn |
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Ensuring learning solution is effective |
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Explaining the why (in the design) |
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Analyzing design for effectiveness |
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Helps handling criticism |
| Outlining how learning theory
impacts use of learning |
|
| State the four theories of learning and instruction as
defined in The Trainer’s Dictionary.
link |
|
Subjective-centered (focuses on topic and
gaining information; traditional pedagogy) |
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Objective-centered (focuses on measurable acts
by learners; behaviorism) |
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Experience-centered (focuses on learner’s
experience during instruction and insights from it; cognitivism) |
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Opportunity-centered (focuses on matching needs
to instruction; developmentalism-based) |
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| Abraham Maslow’s hierarchy of needs.
link |
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Lowest: physiological |
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Safety |
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Belongingness |
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Esteem |
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Highest: Self-actualization. |
Abraham Maslow's Hierarchy of
Needs |
| Discuss Malcolm Knowles’s concept of andragogy and its
importance when designing learning for adult learners.
link |
|
Learner
Control - Prefer self-directed learning (choice) |
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Prior Experience (which is part of how they’ll
learn new things [Constructivism]) |
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Goal Oriented – focused by how learning relates
to their needs or interests |
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Relevance – can see how learning relates to
real-life environment (problem-focused learning events) |
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Self-motivated – when needs arises or has
personal payoff is adult motivated to learn |
Knowles - Adult Learning
Theory |
| Differentiate between adult learning theories and adult
development theories. |
|
Adult Learning focuses on how adults learn best
(andragogy). |
| Adult development focuses on how adult’s aging
impacts their interaction with a learning environment. |
|
| List the three types of
learning as part of Bloom’s taxonomy and describe one characteristic of
each type. link |
|
Cognitive Domain = knowledge |
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Psychomotor Domain = skills |
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Affective Domain = attitude |
Benjamin Bloom - Designing Learning
|
| Explain the difference
between teaching and facilitating learning. |
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Teaching focuses on “telling” the information. |
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Facilitating
(making easier) learning focuses on involving participants and
giving responsibility of learning to the participants. |
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Guidelines for Facilitation are given by
Carl Rogers (see next item) |
|
| List
Carl Rogers’ guidelines for facilitating learning.
link |
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Establish initial mood or climate of experience |
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Clarify purpose of learning for individuals &
group as whole |
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Rely on learners to find own motivational
driver |
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Organize most possible resources for learners |
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Act as a flexible resource yourself |
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Accept both intellectual content and emotional
attitudes to appropriately emphasize during learning |
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Act as participant learners |
| Accept their own limitations |
Carl Rogers- Designing Learning |
|
Describe the individual characteristics of learning, including the roles
that goals, experience, and culture play. p11 |
Key point: Adults only learn when they need
to learn... no matter what the trainer does or how good the training is.
For adults to learn, they must have:
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Motivation: WIIFM or Objectve |
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Goal: they need to achieve a learning goal, and
can apply it right away. |
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Experience: put the learner in a real-life
situation |
| Culture: customize to org and
national culture |
|
|
Define the various theories of learning and memory,
including cognitivism and behaviorism
link
(and constructivism)
link |
Learning = adapt to changes
| Behavioralism = stimulus --> response
(e.g. reward or punish) |
| Cognitivism = information ---> brain |
| Constructivism |
Constructivism is an
adult learning theory that focuses on how learners internalize what they
have learned. Jean Piaget is often regarded as a key exponent of theory
of learning. According to Piaget, learners construct knowledge from
accommodation and assimilation.
|
| Describe the concept of
the learning brain model and how it relates to adult learning. |
link |
| Explain neurolinguistic
programming and the three modes of learning.
link |
VAK model (learning preference)
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Visual (by seeing) |
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Auditory (by hearing) |
| Kinesthetic (by doing, touching,
or movement) |
Neuro-Linguistic Programming |
| Explain Howard Gardner’s
concept of multiple intelligences. |
Howard Gardner - Multiple Intelligences |
| 2.
Describe the ADDIE model for
designing instruction |
ADDIE model of training design |
|
List Gagne’s nine instructional events. |
Gagne - 9 events of Instruction |
|
Define the key differences among the Dick and
Carey, Seels and Glasgow, and Smith and Ragan approaches to ISD. |
D&C: ADDIE with Analysis: task analysis,
instructional analysis, learner analysis, context analysis.
S&G: ADDIE with Project Management
S&R: 3 stage: analysis, strategy development, and evaluation. Assumes
need to change as designing. Test items written during analysis. |
|
Define accelerated learning. |
AL focuses on involving whole brain
and multisensual stimuli to the learning environment. AL requires
everything to be positive, accepting, and supportive—for all learners
(learning styles).
Accelerated Learning |
