how adults learn
DESCRIPTION
Captures many of the new ideas about how we learn, and translates them into simple educational principles and rules. Anyone can follow them when designing learning experiences that stick.TRANSCRIPT
![Page 1: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/1.jpg)
KnowledgeStar© 2010 D4M2
![Page 2: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/2.jpg)
KnowledgeStar© 2010
Part One: Some Deep Background
D4M2
![Page 3: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/3.jpg)
KnowledgeStar© 2010
Creating Great Adult Learning Programs
D4M2
![Page 4: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/4.jpg)
KnowledgeStar© 2010
Hello!This is my brain
trying to get inside your head …
D4M2
![Page 5: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/5.jpg)
KnowledgeStar© 2010
… to teach you how-to create great adult learning programs.
D4M2
![Page 6: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/6.jpg)
KnowledgeStar© 2010
If we really want to teach adults, then we really need to know
how-to reach adults.
D4M2
![Page 7: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/7.jpg)
KnowledgeStar© 2010
That means looking into the past when we first became learners, and our brains were hardwired
for learning.
D4M2
![Page 8: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/8.jpg)
KnowledgeStar© 2010
John Medina, one of the leading brain scientists tells us the following …
D4M2
![Page 9: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/9.jpg)
KnowledgeStar© 2010
“The brain appears to be designed to solve problems related to survival in an unstable outdoor environment, and to do so in nearly constant motion .”
Brain Rules by Dr. John Medina
D4M2
![Page 10: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/10.jpg)
KnowledgeStar© 2010
The keys to learning and teaching adults are hidden in that statement … solving problems … related to survival … in an
unstable environment …
D4M2
![Page 11: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/11.jpg)
KnowledgeStar© 2010
That means that we learn what we need to learn , and we are always re-learning, since
the world is always changing.
D4M2
![Page 12: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/12.jpg)
KnowledgeStar© 2010
This tells us that experience has always been the Best Teacher, and that practice, practice,
and more practice is the way adults learn new ways of doing things.
D4M2
![Page 13: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/13.jpg)
This program will show you many of the hints, tips (and recently discovered tricks) for creating the most amazing
adult learning experiences.
![Page 14: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/14.jpg)
Experiences that will change people’s lives.
![Page 15: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/15.jpg)
KnowledgeStar© 2010 D4M2
![Page 16: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/16.jpg)
KnowledgeStar© 2010 16
![Page 17: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/17.jpg)
KnowledgeStar© 2010
As a teacher, you can’t ask for more.
Okay, let’s get started …
D4M2
![Page 18: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/18.jpg)
Part Two:New Rules for Adult Education
Everything You’ve Been Told Until Now …
![Page 19: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/19.jpg)
KnowledgeStar© 2010
Okay, that’s not entirely true, but it got your attention and that’s half the battle … and a lot of what you will learn in this course is new and
is part of a proven and better way to put together adult learning programs.
D4M2
![Page 20: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/20.jpg)
In the Beginning
“Let me tell you a story …”
In the Beginning
![Page 21: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/21.jpg)
In the Beginning
“We’ll get to that part later …”
In the Beginning
![Page 22: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/22.jpg)
The New Development Model
The new model for creating an adult learning program is easy to remember –
D4M2(pronounced D 4 M Squared)
![Page 23: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/23.jpg)
D4M2 Defined
1. Define who needs to learn what2. Design using the rules and ideas you learn today3. Develop so you are creating an E=MC2 course (we’ll
cover that later – for now just remember E=MC2)4. Deliver a course with a short shelf life – one that can
be used right away
5. Manage the box in which you are creating the course6. Measure before during and after – way after - the
program ends
![Page 24: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/24.jpg)
D4M2
D4M2 comprises the titles of the modules for this course. Follow the method
and you’ll find yourself scoring the winning goal in no time
![Page 25: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/25.jpg)
Define
![Page 26: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/26.jpg)
Learning Objectives - Define
At the end of this module you will be able to• Define clearly what you want people to know
or do as the first step• Understand the importance of knowing who
your adult learners are
![Page 27: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/27.jpg)
1. Define
• Will you be teaching your adult learners as smart adults who know how to learn?
• What are the language issues and how do you plan to overcome them?
• Can you describe everything in simple easy-to-understand terms
![Page 28: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/28.jpg)
1. Define
• Can you clearly see how the lives of the people taking your program would be better after the training?
• Is your language going to be informal?• Do you know how you are perceived by the
people in your program?
![Page 29: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/29.jpg)
1. Define
• Do you know exactly what people already know?
• Are you aware of what people are actually doing?
• Can you clearly define what they need (not want) to learn?
![Page 30: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/30.jpg)
1. Define
• Do you plan to build a community of learners after the training program?
• How will you define what they know?• How will you define what they can do?• Do you know how ready and able they are to
learn and use something new?
![Page 31: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/31.jpg)
1. Define
• Are you planning to use the most useful tools for the learners?
• How will you support the training AFTER the initial learning experience?
• Do you understand why you have been successful with this group in the past?
![Page 32: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/32.jpg)
1. Define
• Do you know why your training programs have been successful?
• Are you making sure to learn from those successful programs?
• Is your passion a big part of the program?
![Page 33: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/33.jpg)
Remember - Define
Defining a program for adults is the first step - answer the questions that define your learners
Adults need to be treated like adults with adult brains – they already know how to learn
Develop a program that enables that learning process – treat everyone as brilliant - and you and your adult learners win!
![Page 34: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/34.jpg)
Module 2
Design
![Page 35: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/35.jpg)
Learning Objectives - Design
At the end of this module you will be able to• Understand that the design of a program is
the key to really solid adult learning• Know the basic strategies and rules for
designing great educational experiences
![Page 36: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/36.jpg)
2. Design
• What is the best way to transfer the knowledge?
• What tools can your adult learners use?• What has worked for them in the past?
![Page 37: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/37.jpg)
2. Design
• What influence does the culture have?• What disables their learning?• What enables their learning?
![Page 38: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/38.jpg)
The All Important C-B-E’s
• A lesson must cover the following elements: • Cognitive – I Know• Behavioral – I Can Do• Experiential – I Can Adopt and Adapt
• The game of football is a great example of making sure each 10-minute lesson covers either one or more of the C-B-E’s
![Page 39: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/39.jpg)
Knowing and Doing
Learning to play the game … You can read about football and say “I know”
how to play the game” but you can’t really play football
You can use a football computer game, practice passing or shooting a goal and say “I can” play football, but you still can’t play the game
![Page 40: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/40.jpg)
Adopting and Adapting
Only when you go out for your first game where every ball and every kick and every day is different … when the sun shines, the rain falls, the wind blows, and the sky gets dark early …
![Page 41: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/41.jpg)
Adopting and Adapting
… with every kick you take can you finally say
“I can adopt and adapt” what I know and can do under all these constantly changing circumstances … then you’re really learning to play football...
![Page 42: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/42.jpg)
2. Some Design Rules
Each lesson must be no longer than 10-minutes.
(That is the maximum length of time thatthe brain can focus on a lesson.)
![Page 43: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/43.jpg)
2. Some Design Rules
The learning goals of each module must be SMARTER
• Specific• Measurable• Achievable• Realistic• Time-based• Exciting• Recorded
![Page 44: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/44.jpg)
2. Some Design Rules
All exercises find out who learned the lesson OR who missed the point – not who is right or wrong
![Page 45: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/45.jpg)
2. Great Design
“Great design for adult learning is like building
a beautiful and strong web … it starts as a simple and strong thread between your brain and the brain of the learner, and then weaves every brain to every other brain.”
David Grebow Adult Learning Expert
![Page 46: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/46.jpg)
2. More Design Rules
The benefits people will get from the course must be directly related to the
learning objectives
LO + B
![Page 47: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/47.jpg)
2. More Design Rules
Learning Objective
At the end of this course you will be able todevelop a small business plan
![Page 48: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/48.jpg)
2. More Design Rules
Benefit
At the end of this course you will be able todevelop a small business plan that will help you
find the funding you need to get started
![Page 49: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/49.jpg)
2. More Design Rules
Good LO + B
At the end of this course you will be able todevelop a small business plan that will help you
find the funding you need to get started
![Page 50: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/50.jpg)
2. A New Design Idea
Soap opera in and soap opera out
![Page 51: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/51.jpg)
2. A New Design Idea
Every 10-minute lesson starts and ends with a related emotional story. that helps adults enter the lesson and transition to the next one
Soap opera in and soap opera out
![Page 52: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/52.jpg)
2. A New Design Idea
Why emotional? Our memory works best when there is an
emotion that anchors the lesson(Why? Not sure but we have an idea that it has
something to do with remembering to run back to the village really fast when you hear
the roar of a saber toothed tiger)
![Page 53: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/53.jpg)
2. A New Design Idea
In other words , Emotion puts the “re” into remember…
(maybe we should have called it “remotion”?)
![Page 54: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/54.jpg)
2. More On Design
• We’ve all heard that a picture is worth a thousand words. We’ve all heard a thousand words that weren’t worth 2¢, and a few words that were invaluable.
Whatever they are worth, use pictures• We’re not sure why pictures work so well in
adult learning programs, but they do. Graphics too (here’s an example …)
![Page 55: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/55.jpg)
![Page 56: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/56.jpg)
2. Design Law One
PowerPoint slides are NOT a course• If you use PowerPoint, here are the rules:
• You should always talk around a slide not use it as a script
• There is only enough room for three main bullets• A slide has a time limit of 1-minute before it blows-up
Death by PowerPoint is a pandemic! Each year millions die from the deadly PowerPoint Slide
Deck masquerading as a learning program!
![Page 57: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/57.jpg)
2. Design Law Two
• It is REALLY important to remember that retention is key for adults who often forget more than they remember so use the Rx4
1. Revisit2. Reinforce3. Re-teach4. Refocus
![Page 58: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/58.jpg)
2. Design
• It is REALLY important to remember that retention is key for adults who often forget more than they remember so use the Rx4
![Page 59: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/59.jpg)
2. Design
• It is REALLY important to remember that retention is key for adults who often forget more than they remember so use the Rx4
1. Revisit
![Page 60: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/60.jpg)
2. Design
• It is REALLY important to remember that retention is key for adults who often forget more than they remember so use the Rx4
1. Revisit2. Reinforce
![Page 61: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/61.jpg)
2. Design
• It is REALLY important to remember that retention is key for adults who often forget more than they remember so use the Rx4
1. Revisit2. Reinforce3. Re-teach
![Page 62: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/62.jpg)
2. Design
• It is REALLY important to remember that retention is key for adults who often forget more than they remember so use the Rx4
1. Revisit2. Reinforce3. Re-teach4. Refocus
![Page 63: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/63.jpg)
2. Design Litmus Test
Here’s a litmus test for your program
Are you designing a course for adults that is more facilitating & discovering
and less leading & teaching?
![Page 64: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/64.jpg)
2. Design Litmus Test
Here’s a litmus test for your program
Are you designing a course for adults that is more facilitating & discovering
and less leading & teaching?Yes?
![Page 65: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/65.jpg)
2. Design Litmus Test
Here’s a litmus test for your program
Are you designing a course for adults that is more facilitating & discovering
and less leading & teaching?No?
![Page 66: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/66.jpg)
2. Design Litmus Test
The correct answer is alwaysYes.
Adult learning experiences are always more about facilitation and discovery
![Page 67: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/67.jpg)
Remember - Design
Adults need to be treated like adults with adult brains – they already know how to learn
When you design a program, be sure it enables that learning process – treat everyone as brilliant - and you and your adult learners win!
![Page 68: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/68.jpg)
Module 3
Develop
![Page 69: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/69.jpg)
Learning Objectives - Develop
At the end of this module you will be able to• Know some of the key elements that go into
developing a great course that will enables the adult learning process
![Page 70: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/70.jpg)
3. Develop
• Stick with what you have learned from the the D4M2 Method as you enter the Develop phase
• Make it as interactive as possible – more facilitating and discovering and less leading
![Page 71: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/71.jpg)
3. Develop
• Make sure to keep in touch after the program and find ways to keep the learners together as a group
![Page 72: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/72.jpg)
3. Develop
The Law of Chunking • “The magic seven, plus or minus two
(7±2) rule of thumb" George A Miller, 1950’s
• The human capacity to process information in short-term memory is limited to 5-9 chunks of information
![Page 73: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/73.jpg)
3. Develop
Some important rules used by the best adult learning programs:
E=MC2
![Page 74: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/74.jpg)
3. Develop
Some important rules used by the best adult learning programs:
E=MC2
![Page 75: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/75.jpg)
3. Develop
E=MC2 – The learning must be• Elaborate – which is why adults everywhere scratch
their heads when trying to learn, the brain must be challenged to switch on the learning connections
• Meaningful – they need to be able to take it home and use it immediately or it’s forgotten
• Contextual – most importantly, it needs to fit into their real and current lives!
![Page 76: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/76.jpg)
Review - Develop
Always use the E=MC2 approachMake a lesson no longer than 10 minutesUse chunking as a way to determine the right
amount of information to introduce in those 10 minutes
Make the lesson as interactive as possible
![Page 77: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/77.jpg)
Module 4
Deliver
![Page 78: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/78.jpg)
Learning Objectives - Deliver
At the end of this module you will be able to• Know some of the key elements that go into
delivering an interactive course in which adults learn from discovering the answers and from one another
![Page 79: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/79.jpg)
4. Deliver
• Adults like to discover things – that’s why we eat oysters
• Adults like to use their bodies when they learn • Movement stimulates the learning centers of
the brain – sitting is good for things like watching TV
![Page 80: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/80.jpg)
4. Deliver
• Take motion breaks every 10 minutes – I’m counting and there should be at least 3 in this program
• Motion can be practice, breaking into small groups to talk, anything but sitting and listening
• Test the program on the actual learner(s) to see if they get it and if not, why not …
![Page 81: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/81.jpg)
4. Deliver the 4 “C’s”
The program should be more than just a single program … learning is a process … it requires the learners to stay in contact, to connect and communicate, to help one another continue to practice and really learn.
![Page 82: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/82.jpg)
Review - Deliver
If you have done everything needed in the Define, Design and Develop stage the lesson should be able to almost deliver itself
Be sure to add value to the program – know your subject better than your learners
Add more value! Be a tutor, a mentor, a coach ... make yourself available
![Page 83: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/83.jpg)
Module 5
Manage
![Page 84: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/84.jpg)
Learning Objectives - Manage
At the end of this module you will be able to• Use the Best Practices we currently have when
managing a course developed for adults
![Page 85: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/85.jpg)
5. Manage
Every program has limitations which are simply
Creative Opportunities to Manage• Time for development is always in short supply• The need to provide some adults with more help than
others is always a time management issue• Money … staying within budget is a like a Zen koan … I
have no idea what that means I just know it’s hard to do
![Page 86: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/86.jpg)
5. Manage
• The amount of knowledge to be transferred is best broken up into many shorter pieces
• Charles Dickens knew that when he serialized his novels and created “The Cliffhanger” at the end of every episode
• The Cliffhanger is actually a good way to end each 10-minute ‘courselet’ … make them want to come back for more …
![Page 87: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/87.jpg)
Review - Manage
If you follow the D4 steps, you’ll find that the pieces quickly fall into place
Just remember to keep your eyes on the knowledge you want to transfer from your brain to theirs … remember to build the web
![Page 88: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/88.jpg)
Module 6
Measure
![Page 89: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/89.jpg)
Learning Objectives - Measure
At the end of this module you will be able to• Understand why the standard measurements
used for adult learning are outdated and close to useless
• Use the new metrics that show you how much of the learning people have “adopted and adapted” over time.
![Page 90: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/90.jpg)
6. Measure
Which of the follow sentences are not a good measure of a course for adults
![Page 91: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/91.jpg)
6. Measure
“Everyone showed up and stayed to the end”
![Page 92: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/92.jpg)
6. Measure
“Be honest …they had no choice!”
![Page 93: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/93.jpg)
6. Measure
“They all applauded when we were finished”
![Page 94: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/94.jpg)
6. Measure
“Another way of saying thank goodness it’s over!”
![Page 95: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/95.jpg)
6. Measure
• The only good measure is to observe what was learned – during AND after the program
• For example, a survey done 6-8 weeks after the program is a good way to measure the impact
![Page 96: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/96.jpg)
6. Measure
Why?You are not measuring how well anyone did
during the program , but how much each individual learned, and whether or not
they are using it
![Page 97: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/97.jpg)
6. Measure
A longer timeframe is always a better measure
of how much the learning is really being used.
A shorter timeframe is not as good since it can only measure how much learning was
memorized, and then regurgitated on a test
![Page 98: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/98.jpg)
6. Measure
Question: Remember all those tests you passed when you were in school?
How many of them could you pass right now?
![Page 99: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/99.jpg)
6. Measure
This is all about the “E” in CBE – Experiential
![Page 100: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/100.jpg)
6. Measure
This is all about the “E” in CBE – Experiential
Guess What? Experience is the best teacher after all
![Page 101: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/101.jpg)
A New Definition
Here’s a new definition of learning to remember when you measure the
effectiveness of your program
![Page 102: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/102.jpg)
Learning (verb)
Learning is the ability to adopt and adapt what you know and can do under an ever-changing
variety of situations.
![Page 103: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/103.jpg)
Remember to Remember
Note: There will not be a test at the end so try and remember to remember
![Page 104: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/104.jpg)
Review - Measure
The only important outcome of a program to be measured is how well the learner has adopted and adapted the lessons over time
Remember that real learning is not passing a test but learning something that changes the way you live your life every day
Adults don’t really require anything else from a lesson but a starting point, an end point, and a lot of time to practice, practice, practice
![Page 105: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/105.jpg)
“Okay, now let me tell you that funny story about a course that raised the awareness of an entire village. It’s true, listen …”
Back to the Beginning
![Page 106: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/106.jpg)
![Page 107: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/107.jpg)
KnowledgeStar© 2010 107
Thanks!
![Page 108: How Adults Learn](https://reader036.vdocuments.site/reader036/viewer/2022062418/555755efd8b42a63448b4f9f/html5/thumbnails/108.jpg)