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Instructional Design Guidelines for Adult Learning
Martin Valcke [email protected]
http://users.ugent.be/~mvalcke/CV_2012/
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Structure
• Design principles – Base characteristics of adults – Base “learning”
• Activity 1: Introduction to Law on export of cultural goods
• Embedded support devices • Examples that fit principles • Activity 2: clickers and motivation • Activity 3: Metaplan and motivation
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Design principles
• Derived from our “learning model” • Derived from characteristics of adults
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INTEGRATION
- Communicating and presenting to others
- Reporting - Repeating/rehearsing - Exercising - Testing - Assessing, evaluating - Getting/giving
evaluative feedback (feedback, feedup, feed forward)
- …
ORGANISATION
- Share with others/discuss
- Compare (similarities/differences)
- Process (order, structure, hierarchy, represent)
- Multiple perspectives - Representing - Summarizing - Linking to other info - …
SELECTION
- Select - Identify - Put forward - Emphasize - Relisten - Write down - Label - …
Design: “learning model”
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Design: characteristics of adults
Knowles 1984b: • Adults need to be involved in the planning and
evaluation of their instruction. • Experience provides the basis for the learning
activities. • Adults are most interested in subjects that are
relevant and impact their job or personal life. • Adult learning is problem-centered rather than
content-oriented.
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Consider adult motivation drivers
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Activity 1
• Consider the following EU-law about the export of cultural goods
• Based on the guidelines, what would you “design” next to the text of this law.
• Focus on “learning” and “characteristics of adults”
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Embedded support devices (ESD)
• ESD: a wide variety of add-ons, such as questions (pre- and post-), content pages, illustrations, examples, activities, tasks, tests, examples, schemes, cases, etc. that foster the learning process
10
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11
structure
questions
summary
test
examples
content page tables
illustration
advance organizer
feedback
exercise
tasks
keyword
study advice
videoclip
wiki
chat
case interview
discussion
Role play simulation
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12
structure questions
summary
tests examples
content page
tables
illustration
advance organizer
feedback
exercise
tasks
keyword
videoclip
wiki
chat
case
interview
discussion
Role play
simulation
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Research about effective design
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http://tnt.asu.edu/files/AdultLearning_rev7-04-09.pdf
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http://www.puckett.org/docs/ijcelldocs.pdf
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Examples that fit the guidelines
• Clickers • Metaplan • Mindmapping • Collaborative learning
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Clickers • See article Caldwell (2007)
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Clickers
• Advantage for students • Interaction: Polling, voting, rating, opinion/attitude,
answering questions • Assessment: prior knowledge, formative
assessment, review • Delicate topics(less fear to answer) • Peer learning, discussion as base for respons
• Advantage trainer • Control understanding • More involvement/engagement/attention
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Activity 2: Clickers
• Clickers and motivation • Could you link them?
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Metaplan
• Cards guarantee individual input • Cards are base to visualise input • Input can be structured on pinboard • Input can be commented (priority,
agree/disagree, labeled, …). • Take pictures of (intermediate) results
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Metaplan
• Build clusters • Ask comments (+ or - ) • Ask to add labels • Take different point of view • Reorganize pattern • Prioritize
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Activity 3: Metaplan and motivation
• Metaplan and motivation • Could you link them?
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Collaborative learning
• Small groups • Peers (same level – different levels) • Design guidelines (Johnson & Johnson, 1995)
– Clear shared goals – Individual responsibility – Group responsibility – Mix group and collective work – Develop collaboration skills
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Collaborative learning
• Eu Law Export Cultural Goods – Real-life case to be solved – Scripts/Roles: company, border police,
museum director, … – Synchronous: role play – Asynchronous: discussion group
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Collaborative learning - eLearning
• Social software • Hardly implemented in adult education
Next session
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What has been neglected?
• Thus far: focus mainly on adult learners
• Less attention paid to – Trainer – Institutional level (e.g., regulations) – Logistics – …
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Conclusions
• Design principles in literature: general – Derived from “learning” – Derived from “characteristics adults”
• Designing adult education requires application of a “mix” of design guidelines
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Instructional Design Guidelines for Adult Learning
Martin Valcke [email protected]
http://users.ugent.be/~mvalcke/CV_2012/