Introduction to Adult Learning Principles I Relating PowerPoint
Teach Them on Their Own Terms:Training with Adult Learning Principles in Mind
Presented by
Tiffany BlairMSHA Distance Learning
Objectives
At the end of this presentation, participants will:
Understand the principles of adult learning
Recognize how learning styles affect training
Have the tools to become more effective presenters/instructors
Please note: This presentation contains notes written by the presenter for your benefit. Please refer to these notes for expanded information regarding slide content, as well as additional information that was given verbally during the TRAM session presentation.
2
Agenda
Section I Adult Learning Overview
Section II Adult Learning Topics
Section III Learning Styles
Section IV Application of Principles in Class
Section V Application of Principles in PowerPoint
Adult Learning Overview
Section I
Introduction to Terms
Pedagogy
The science and art of education
Teacher-centered method
Andragogy
Teaching strategies focused on adults
Learner-centered method
With pedagogy, all information including previous knowledge comes from the teacher because the young learner is not expected to have any practical experience. Therefore, this is a teacher-centered method. Conversely the adult learner is usually expected to know and understand where the new knowledge fits in with the old: andragogy is a learner-centered method.
5
How is ALP Different FromTraditional Methods?
Traditionally, adult learning is based upon 6 core principles (listed below). For the purposes of describing the benefits of Adult Learning Principles within this presentation, we have simplified to 4 topics (shown in the graphic here), which we will discuss a little later.
Original 6 principles:
Adults are internally motivated and self-directed
Adults bring life experiences and knowledge to learning experiences
Adults are goal oriented
Adults are relevancy oriented
Adults are practical
Adult learners like to be respected
6
Pedagogy vs Andragogy
Young learners:
Learn in a linear manner
Are totally dependent on the instructor for knowledge
Are motivated by external pressures
Adult learners:
Want to decide which topics to focus on
Bring their experiential knowledge into a learning environment
Will self-assess if given the proper tools
Young learners:
Learn in a linear manner: for example, as a child you learned how to add, then multiply, etc.
Are dependent on instructor you have very little life experience to draw conclusions from when young
Are motivated by external pressures such as parents, the need to make grades for college, etc. They are learning because they have to
Adult Learners:
Have opinions on what they are already comfortable with and where they need to put the most effort. They will jump around and address topics out of order according to what interests them if given the opportunity.
Bring their own experience into the training. Experience can be beneficial, but one of the drawbacks of teaching adults is preconceived notions. They may have the wrong processes ingrained into their knowledge and behavior already, and bad habits can be hard to break.
If given good data, adult learners can self-assess and will go back over needed material without direction. Adults can fill in the blanks!
7
Why is ALP Important to You?
Lets look at how your organization learns
Are learners within actively seeking knowledge?
Who directs whether you receive training?
Are learners within the organization actively seeking knowledge? Usually, this can be answered with a mixture of Yes and no.
As adults, we know when we need training and what we need training on, but often we are told which courses we are to take by supervisors or other outside forces. For example, as an MSHA employee, I am required by DOL to take certain computer-based courses each year.
We may have access to additional training that we can take if we choose to, but often dont make a concerted effort to do so due to perceived barriers
8
Barriers to Learning
Adult learners may feel they lack
The time to devote to learning
The money for training
The ability to use what they learn
These are the some of the barriers that prevent adults from either participating in or gaining from training:
We are busy and dont feel we have the time to do it
We are told there is no budget and cant purchase training or pay for travel
We think what we have been shown is not useful
We RECEIVE the training, but do not actually LEARN because we dont think it is relevant
Often relevancy must be demonstrated before Learning can begin. A lot of adult skills are information literacy skills, they do not have to know every bit of information but they need to know how to find what they need and use it to get the desired results.
9
Benefits to You and Your Learners
Avoid wasted effort
Better retention
More enjoyable
Faster results
Better accountability
Avoid wasted effort If you attempt to teach adults with the same method as you would children, retention will be very low due to the factors we have discussed. They will need to retrain multiple times and will have to train for longer for the same results as if trained correctly.
Better retention - by using ALP you will keep going back to relevancy and once the connection from the knowledge is made to the work, retention improves.
More enjoyable You are teaching to your colleagues. By teaching using ALP you will have freedom to adapt the learning methods you use to the specific class or subject.
Faster results This comes from the previous 3 things, you will spend time more wisely when covering subjects, as adults bring the basics and understanding of the environment with them.
Better Accountability Good ALP Design requires organization, this will make sure you cover the needed topics and most of all allow you to truly measure the learners retention and ability to apply the material
10
Adult Learning Topics
Section 2
Reason
Adults need to know:
The reason for learning
How it will benefit them
Reason for Training
These are the two most important things that adult learners need to know in order to develop buy-in for training.
What are some of the reasons you have received training in the past? Some examples could be:
Someone misused a company credit card, and now there is ethics training required throughout the organization
There were updates to a computer application used by your department, so a training session was developed to introduce you to the changes
Adults want to know how they will benefit by giving their time and attention to a training. For example, knowing the changes to the software program will help you complete your work more quickly might make it worthwhile to you.
12
Motivation
Adults respond better to learning that:
Solves a real-life problem
Takes into consideration their prior experience and knowledge
Motivation for Training
What are your personal motivations for training? Is it to not get hassled by your boss for not having done it? To use it as a resume booster? These may seem silly but if it motivates you, it is valid!
When it comes to adults, additional often training offers:
Career upward mobility, in both position and pay
Respect from peers
Ability to handle issues in new and innovative ways
A sense of personal accomplishment - everyone feels better when they learn a new skill.
13
Expectations
Adults expect:
Relevance and problem-solving
The ability to influence their learning
Two-way communication
Expectations for Training
What do you expect from training? In a perfect world, what would you get out of it and how would it be organized and conducted?
Adults typically expect to learn something that they can use. If it something they can use, often they will be greatly motivated to receive even more training.
Adults expect the instructor to be prepared, to tell them what they are about to cover, and how it relates to their work.
Adults expect to be treated with respect and to waste as little time as possible.
Productive is the expected goal!
14
Delivery
Adults prefer:
Self-directed learning
The ability to choose how they receive information
Delivery for Training
How do you prefer to receive training? Face-to-face? Using video conferencing equipment? Online? By participating in group activities? There are as many answers as people to give them.
Although everyone has their own preferences, with adults it often comes down to convenience. If the training really needs to be done face-to-face, that is what they expect. Adults may not want to travel for a week to take a class that is the equivalent to a 30 min course online, because they may feel the benefit does not outweigh the cost (this includes financially, as well as indirect costs and inconveniences like arranging for child care).
15
Learning Styles
Section 3
What Are Learning Styles?
Auditory
Visual
Read/Write
Hands-On
The 4 major learning styles we will discuss today are Auditory, Visual, Read/Write, and Hands-On.
17
Auditory Learning
Auditory learners want to hear it. They retain more information when it is presented to them through sound. These learners benefit from books on tape, reading aloud, group discussions, etc.
Practical Application: Asking learners in a course on car maintenance to identify this sound (click the icon below to listen)
These are the people who think out loud. In what training courses or programs have you participated in which you can identify an auditory learning element?
Auditory learning is a very large and growing segment. Examples are Audio lectures and podcasts.
P.S: The sound in the slide is the whine of an alternator, for those playing along!
18
Visual Learning
Visual learners want to see it. They retain more information when it is expressed to them through images. These learners benefit from photographs and illustrations, charts, watching videos, etc.
Practical Application: Viewing photos of equipment utilizing cameras on MSHAs Accident Prevention Program site
http://www.msha.gov/Accident_Prevention/newtechnologies/initiatives/cameras/photos.htm
What trainings have you sat in on where you can identify a visual learning element?
Visual learners prefer receiving information from maps, diagrams, charts, graphs, flow charts, hierarchies, and other visual devices.
http://www.msha.gov/Accident_Prevention/newtechnologies/initiatives/cameras/photos.htm
19
Read/Write Learning
Read/Write learners want it on paper. They retain more information when it is presented to them in writing. These learners benefit from lists, handouts, taking notes, etc.
Practical Application: Writing notes in the margin of your copy of the 30 CFR during a lecture
What trainings have you participated in where you can identify a read/write learning element?
The read/write learner is often addicted to PowerPoint, the Internet, lists, diaries, dictionaries, the thesaurus, and quotations.
20
Hands-On Learning
Hands-On learners want to do it. They retain more information when it is provided in a tactile manner. These learners benefit from simulations, role playing, field trips, etc.
Practical Application: Inspecting a piece of equipment in a training lab
What trainings have you sat in on where you can identify a hands-on learning element?
They like demonstrations, videos and movies of real things, and practice.
For hands-on practice, you could follow along with the video in the slide to learn how to power down your MX6 in a hands-on way.
21
Why is This Important to You?
Remember the benefits?
Eliminate wasted effort
Increase retention
Generate more interest
Faster results
Understanding learning styles will help you develop training that reaches your entire audience.
Understanding the different modes of learning can give you the power to customize your training in ways that will be beneficial to everyone you are training, regardless of how they best learn as individuals.
22
Multimodal Learning
Multimodal means just that multiple modes. Over 60% of learners are Multi modal, meaning they learn best when the information is presented in a variety of styles. Most are 2-way multimodal and some 3-way multimodal. The ven diagram in the slide shows how people often overlap in their learning styles.
23
Multimodal Learning
Which learning style(s) can you identify within each type of training delivery mode?
Case Studies
Role-Playing
Virtual Reality Simulations
Identify the learning styles that might be found in each of the training delivery methods in the slide. Each of these methods can be a truly multimodal learning experience with a little effort on the part of the person developing the exercise.
24
Application in Class
Section 4
Here we will discuss some ways you can apply Adult Learning Principles in a classroom environment.
25
Mixed Styles for Retention
Role Playing
Visual Interpreting body language
Auditory - Listening to each actor, post-activity discussions
Read/Write Following a list of ground rules, taking notes
Hands-On - Adopt another persona, interact with others
Pretend we are role playing an accident investigation
As you act out your role, you see how people respond physicallyyou hear their words and discuss the activity at the end of the trainingyou receive written ground rules and information about your character before starting so you know what to do, take notes when needed, and by interacting with one another, you are being hands-on in your learning.
This would be a wonderful way to present conflict interactions with the instructors acting as a difficult co-worker, inspector, or operator.
26
Establishing Credentials
Creates mutual understanding
Learners see how your knowledge can benefit them
Unless your learners know you well, you should always explain who you are and what you do so that they understand that your knowledge directly relates to their duties.
I am a distance learning developer with years of experience in presenting information, as well as helping others present complex information or tasks in ways that are efficient and meaningful for the folks who need the information.
27
Establishing Need
Tell learners what is in it for them
Give real-life, relevant examples of instances in which this training will be of benefit
A lot of training falls into the nice to know category rather than the need to know category, yet it still must be trained for one reason or another. Make sure that if the information will be seldom referenced that it is well organized and accessible from anywhere - here is where job aids become relevant.
Some examples of job aids are:
The 30 CFR
Online Resources
Phone numbers to call
People/Positions you may have to reference
28
Meeting Expectations
Answer questions in real time
Allow discussions to flow naturally
Ask for learner input and experience
Dont make an adult wait until the end of a class to ask questions. Or, if you must, establish this as a ground rule before you begin ask them to jot down questions and then make time at the end to go back and address them. If you dont know the answer FIND IT. That helps maintain respect and credibility.
It is fine to not know something, but you have to find out and relay that information back to the students! This shows your interest in the topic and reinforces its importance.
If discussion gets out of hand, what are some ways to redirect the group back to the training?
Adults respond well to honesty. Often just saying we can get back to this, but for now lets stick to the topic at hand will be enough to keep you on task. Make a note of what they were getting off topic about and - if it relates to the subject - be sure to revisit when you required material has been covered.
Pause and ask your learners have you had experience with this? Let them know that you are willing to learn from them as well.
29
Using Tools Correctly
Short videos or pause to discuss
Take breaks if lectures/ training sessions are long
Make sure charts are well documented
Handouts contain must know information vs. nice to know information
Depending on the topic, videos should be limited to about 15 minutes (at the most) before breaking to review and discuss.
Have your sources for your documents handy in case the learners need further reference.
Remember that information that is too specific to absorb through a quick glance at a slide (such as lists, numbers, and dates) makes great hand out material. If possible, make sure this material is available in an online format as well.
30
Application in PowerPoint
Section 5
Lets look at some ways Adult Learning Principles can benefit you when using PowerPoint as a training tool.
31
Benefits to the Adult Learner
PowerPoint is:
Portable
Easy to use
Multimodal tool
PowerPoint is:
Portable It is available and compatible on nearly every computer and mobile device
Easy to use PowerPoint is not complicated. If you just play around with it you can use it in no time
Multimodal You can incorporate multimedia, graphics, etc. to make it work for you and reach different types of learners
32
Best Practices
Keep it simple
Limit bullet points and text
Limit transitions and unnecessary animations
Use high-quality graphics
Choose colors and fonts wisely
Remember the learning types Visual, Auditory, Read/Write, and Hands-On
Here are a few best practices to keep in mind when using PowerPoint. You may have seen many of these before:
Limit bullet points and text do not fill up the screen with whole paragraphs and read it word for word. PLEASE.
Use the notes section (thats where you are reading this text) if you need to expand an idea this also helps out someone who may need to fill in for you and helps with accountability and consistency
Visual, Auditory, Read/Write, Hands-On add different elements to reach everyone, but still KEEP IT SIMPLE
Sometimes we may be training using previously approved content that we dont have much authority to change. In cases like these, a little research will allow you to supplement the PowerPoint presentations with discussions, slideshows, and SHORT training videos. A little effort can go a long way here.
33
Thank You for Your Time!Questions?
Contact: [email protected]
Here are some links that may be of interest to you:
Find out what your learning modes are by taking The VARK Questionnaire: http://www.vark-learn.com/english/page.asp?p=questionnaire
Educause: www.educause.edu
TED Talks: www.ted.com
34
2014
Blues
7758.39