Corporate HR Leadership May 2 nd , 2006

1. Adult Learning Theory Presentation- Chris Jensen Identify key sources of adult learning theory. Explain the link between learning theory and ISD. Describe the components of an ISD methodology. Identify the component parts of a course lesson. Identify retention rates for delivery methods and the factors that impact their use. Explain the business context for adult learning theory. Corporate HR Leadership May 2nd, 2006

2. Richard Swanson – Professor of Human Resource Development and Adult Education at the University of Minnesota.“Oh brother! Learning theory is more relevant today than ever! The idea of workplace learning is so important today, that knowing how to make it happen most effectively is critical.” Lesley Darling – Chief Learning Officer, Element K, Rochester, N.Y..“We provide a lot of technical skills training, and there is a huge difference between sharing technical information with people and providing technical training. We’d be lost without a solid learning theory base to work from.” Allison Rossett – Professor of Educational Technology at San Diego State University.“Looking at the world through the lens of learning and performance theories is a fundamental tenet of the entire training and performance improvement field – not just training development. You need scaffolding or a framework to make sure you look at all the important things about the performance the learners are going to be required to master. The beauty of all theories is they help predict things.” Adult Learning Theory Do We Need It? Is It Relevant?

3. Nine “Events of Instruction” drive learning outcomes. Gain attention Inform learner of objectives Stimulate recall of prior learning Present stimulus material Provide learner guidance Elicit performance Provide feedback Assess performance Enhance retention and transfer Adult Learning Theory R. Gagne: The Conditions of Learning Fun Facts: Robert Mills Gagne (1916 – 2002) Experimental psychologist who pioneered instructional design strategies that heavily impacted the evolution of contemporary educational technology. Adapted from: Gagne, R. (1985). The Conditions of Learning (4th ed.). New York: Holt, Rinehart & Winston.

4. Four andragogical assumptions are that adults: Move from dependency to self-directedness; Draw upon their reservoir of experience for learning; Are ready to learn when they assume new roles; and Want to solve problems and apply new knowledge immediately. Adult Learning Theory M. Knowles: The Modern Practice of Adult Education Fun Facts: Malcolm Shepherd Knowles (1913 – 1997) Professor of Education who popularized the term “androgogy” which was initially defined as “the art and science of helping adults learn.” Adapted from: Knowles, M. (1970). The Modern Practice of Adult Education: From Pedagogy to Andragogy.

5. Set a cooperative learning climate. Create mechanisms for mutual planning. Arrange for a diagnosis of learner needs and interests. Enable the formulation of learning objectives based on the diagnosed needs and interests. Design sequential activities for achieving the objectives. Execute the design by selecting methods, materials, and resources. Evaluate the quality of the learning experience while re-diagnosing needs for further learning. Knowles’ advice to adult educators Adult Learning Theory M. Knowles: The Modern Practice of Adult Education Adapted from: Knowles, M. (1970). The Modern Practice of Adult Education: From Pedagogy to Andragogy.

6. How Knowles’ views influence principles educators are taught today Design training activities that reflect the actual work the learners perform. Learners should be solving problems or performing tasks as close to those encountered on the job as possible. Explicitly link the “old way” to complete a task (learners’ experience) with the “new way,” to deepen the learning and increase its permanence. Provide training, as close to the time it is needed as possible. Adults don’t warm to it until it’s relevant. Incorporate “search and discovery” into the training for experienced learners. Less experienced learners may need more structure/guidance. When large amounts of information support the task-based activities, present this information as reference material, and teach learners how to use it. Adult Learning Theory A View from U of P’s Masters Program Adapted from: Knowles, M. (1996). Adult Learning. In Robert L. Craig (Ed.), The ASTD Training and Development Handbook (pp. 253-264). NY: McGraw-Hill.

7. Fun Facts: Benjamin Bloom (1913 – 1999) Educational psychologist who made significant contributions to the classification of educational objectives and the theory of mastery learning. Adult Learning Theory Benjamin Bloom’s Taxonomy – 6 Levels of Learning Case studies Projects Exercises Critiques Simulations Appraisals Judge Appraise Evaluate Rate Compare Value Revise Score Select Choose Assess Estimate Measure • Answers the question: What is the purpose of the content? What are we asking the learners to do? Projects Problems Case studies Creative exercises Develop plans Constructs Simulations Compose Plan Propose Design Formulate Arrange Collect Construct Create Set up Organize Manage Prepare Instructional Strategies Problems Exercises Case studies Critical incidents Discussion Questions Test Distinguish Analyze Differentiate Appraise Calculate Experiment Test Compare Contrast Criticize Diagram Inspect Debate Inventory Question Relate 6. EVALUATION Exercises Practice Demonstrations Projects Sketches Simulations Role play Microteach Interpret Apply Employ Use Demonstrate Dramatize Practice Illustrate Operate Schedule Shop Sketch 5. SYNTHESIS Questions Discussion Review Test Assessment Reports Learner Presentations Writing Translate Restate Discuss Describe Recognize Explain Express Identify 4. ANALYSIS Lecture Visuals Video Audio Examples Illustrations Analogies Define Repeat Record List 3. APPLICATION 2. COMPREHENSION 1. KNOWLEDGE Skills Demonstrated

8. Adult Learning Theory Ruth Colvin Clark: Content Matrix – 5 Content Types • Answers the question: What type of content are we asking learners to master? 1. FACTS 2. CONCEPTS 3. PROCESSES 4. PROCEDURES 5. PRINCIPLES INSTRUCTIONAL METHODS BY CONTENT TYPE Statements Lists Tables Tree Charts Diagrams Illustrations PRACTICES BY CONTENT TYPE N/A Can’t practice facts. Definitions Examples Non-examples Analogies Diagrams Illustrations Classify -- Do they know a new one when they see it? Stage Table Animated Flows Analogies Examples Diagrams Illustrations Solve problems by applying the process. Steps Table Demonstrations Examples Modeling Do it -- Perform procedural tasks. Guidelines Examples – vary context Non examples – vary context Analogies Modeling Solve problems by applying the guidelines. Perform principle- based tasks.

9. Adult Learning Theory Ruth Colvin Clark: Developing Technical Training

10. Adult Learning Theory Ruth Colvin Clark: Lesson Structure

11. Choosing a Delivery Method? What are the desired outcomes for the instruction? What are the constraints on time, money, skills, support? How much and how often will the training be revised? What are the preferences of learners and management? What impact does the learning and work environment have? Delivery Method Retention Lecture 05% Reading 10% Audio-Visual 20% Demonstration 30% Discussion Group 50% Practice Doing It 75% Do It on the Job 90% Retention can be improved with follow-up reviews and feedback. Adult Learning Theory Delivery Methods & Retention

12. Adult Learning Theory Training within the Context of Human Performance Source: Adapted from Wile, David, “Why Doers Do”; P&I Journal, Volume 35, #2, pp. 30-35, February 1996

13. Training On Skills/Knowledge Adult Learning Theory Training within the Context of Organization Change

14. Adult Learning Theory Training within the Context of a Major System Rollout

15. SurvivalTips forthe TimeCrunch Get a 1-2 hour face-to-face meeting with the training requestor. Ask: “What outcome do we want?” Ask: “To achieve this outcome ..”- What do people need to know?- What do people need to know how to do?- What do people need to believe/feel?- What common mistakes may people make?- What are the priorities (time is an issue)? Use this information to define:- Objectives and related learning activities- Content and related media- Eval methods and pre/post-training support Adult Learning Theory What If You Don’t Have Much Time??? Adapted from: Boller, S. (2005). “Using a Design Meeting to Quickly Design e-Learning.” Presentation at the Rapid eLearning Development Online Symposium.

16. Clark, R. C. (1998), Building Expertise: Cognitive Methods For Training and Performance Improvement, ISPI Publications, Washington D.C.. Dick, W. & Carey, L. (1996), The Systematic Design Of Instruction (4th edition), Harper Collins, New York. Gagne, R. M. (1985), The Conditions Of Learning (4th edition), Holt, Rinehart and Winston, New York. Mager, R. F. (1984), Preparing Instructional Objectives (2nd edition), Fearon-Pitman, Belmont, California. Merrill, M. D. (1992), “Constructivism and Instructional Design” in T. M. Duffy (Ed.) & D. H. Jonassen (Ed.), Constructivism and the Technology Of Instruction, Erlbaum, Hillsdale, N.J.. Morrison, Gary, et al (2001), Designing Effective Instruction, John Wiley, New York. Reiser, R. A. (Ed.) & Dempsey, J. V. (Ed.), (2002), Trends and Issues in Instructional Design and Technology, Prentice Hall, Upper Saddle River, N.J.. Richey, R. (1986) The Theoretical And Conceptual Bases Of Instructional Design, Nichols, New York. Richey, R. C. et al (2001), Instructional Design Competencies: The Standards, Clearinghouse on Information and Technology, Syracuse, N.Y.. Rossett, A. (1999), First Things Fast: A Hnadbook For Performance Analysis, Jossey-Bass, San Francisco. Smith, P. L. & Ragan, T. J. (1999), Instructional Design (2nd edition), Prentice-Hall, N.J.. Van Merrienboer, Jeroen J. G. (1997), Training Complex Cognitive Skills, Educational Technology Publications, Englewood Cliffs, N.J.. Adult Learning Theory Resources