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Good learning design, generally speaking, covers the necessary steps and activities for learning to take place. It’s that simple, right?
A point of debate in the world of learning design is if good learning design is applicable to all, no matter the age. On some levels it is. On other levels it isn’t. The format it comes in plays a big factor. What makes learning design for adults uniquely different from kids? In a comical sense, it’s our baggage. That’s right, it’s all the experiences, good and bad, that we come to the table with. However, baggage has a negative connotation and doesn’t set the stage with the growth mindset model to approach the learner with. For the sake of argument, and functionality, we like to think of learners entering with a backpack of experiences and knowledge. Address the Backpack Baggage is not the issue when adult learners show up to learn. More or less, it is a backpack that is filled full of life experiences and lots of knowledge–all of which informs who we are and how we see the world. When working with adults, it’s a sound practice to approach the learning experience with the backpack in mind. Here are a few suggestions on how to build that into the learning experience. Learning from Experience: Construct a learning experience that starts with a familiar situation from their work context, and then ask them to apply the new knowledge to that scenario. It creates a comfortable space for the learner to enter with their current skill set in hand. Reflection Time: Beliefs and behaviors do not change after a one-hour workshop. Be intentional about spiraling back to concepts through formal and informal ways. Call it microlearning, bite-sized PD, or agile learning. Whatever you decide, make sure it happens so new knowledge structures and behavior patterns have the space to grow. This takes lots of reflection by the learner. Safe Practice: Adults need to practice in multiple ways. Making mistakes is embarrassing and no one wants to come off as unintelligent or a slow learner. Remedy this by creating a safe environment for practice, coaching, and more practice. We find it’s helpful to establish that you value who your participants are and the backpack of experiences they show up with. Providing a safe space to reflect and practice is a way to show you value them. For those who plan and deliver in-house PD, give yourself grace as you try these suggestions. Be ready to make mistakes, iterate your design, and revamp your approach to match the learner’s experience. The purpose of these articles is to offer support. Our goal is to serve those that are in the shoes we once were in. Reach out to us with any and all questions at info@agileideasleadership.com. No gimmicks. It’s free. Cheers! Ross Herdina, Co-Founder, Agile Ideas Leadership www.agileideasleadership.com
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Step 1: Educate yourself on how adults learn. Part 1
“The learner should be actively involved in the learning process.” Malcolm Knowles Remember that workshop where you were lectured at for a few hours and you left more confused than when you entered? I am sure you do, and it’s not because you didn’t want to learn. Most likely, it’s because it wasn’t designed with the learner in mind. Designing learning experiences is hard. Designing a learning experience that is transformative is even harder. To design focused and impactful training requires a solid understanding of adult learning theory. Andragogy is adult learning theory. It is similar in some ways to pedagogy, yet it is also uniquely different. For example, adults need more time to process than kids. Why? Adults have far more experiences and knowledge. Any new information presented to an adult needs to pass a litmus test before it is integrated. New information or methods need to be grappled with before they are going to be put into use. When designing learning experiences for adults, consider the following to aid a successful experience for the learner. Invite them as the learner they are: How people approach learning matters. In order to address those that need to know the central concept of why they are going to be learning something, try the 4MAT model for them. This approach is great at the start of a session. It lets all learners know there is a place for them in the learning experience no matter their angle of approach. Relevance: Adult learners need to know the value of the learning experience they are in. They need to see why it matters to their context or will improve their performance. For example, talking about soft-skills and why they matter won’t translate into a behavior change. A learning experience needs to show why it matters and then allow for practice in the context of those present. Immediate application and practice: Don't just have participants see the new knowledge of skill in action. Have them try it out. This approach isn’t new. Incorporate the I do, We do, You do model. Make the process clear. State you are modeling it and that they will be executing the practice in a moment. Interest will heighten as people will know what the expectation is of them. If you try these options, don’t throw the towel in on something you only tried once and didn’t reflect on. After all, we wouldn’t want our learners to do this. These might be new to you. You need to wrestle with them and practice. The nuances of learning design will show up as you get more experience. The purpose of these articles is to offer support. Our goal is to serve those that are in the shoes we once were in. Reach out to us with any and all questions at info@agileideasleadership.com. No gimmicks. It’s free. Cheers! Ross Herdina, Co-Founder, Agile Ideas Leadership |
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