Created on May 10, 2022
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Core adult learning pricniples according to M. Knowles
The need to know
Readiness to learn
Orientation to learning
Motivation to learn
Click on each principle to see supporting instructional design practices
WHY - before starting the learning journey, explicitly state learning objectives and future implications of learning in real life.
WHAT - provide learners with an overview of what they will learn as a result of the learning program
HOW - define clear deadlines and framework of learning so that the learners know what to expect
Create opportunities for autonomous and exploratory learning by integrating self-study or group projects into the learning program. Simulations or games without any preliminary information may come in handy to allow learners for self-exploration and definition of takeaways and goals of the activity. At the same time, don't forget to include opportunities for questions or seeking support from an instructor when needed (Pappas 2014).
Include a variety of instructional design theories and techniques into your course as adult learners might have a wide spectrum of experiences that will affect what they already know. It is important to try to appeal to as many experience levels of learners as possible by providing them with less to more challenging tasks. Pre-surveying your learners if such opportunity exists might be helpful in creating a meaningful and fitting learning experience (Pappas 2014).
Adult learners are often encouraged to learn to develop in their social roles - that's why they seek learning experiences that offer a social development benefit. Include opportunities for collaboration in, e.g., social media to allow for building a network and connecting to those who share similar interests and goals (Pappas 2014).
Offer adult learners real-life examples and base your instruction on providing them with tools to solve immediate problems they might be facing right now (Pappas 2014).
Explain why learners are required to participate in a certain learning activity or expected to learn certain skills. When adult learners know what a particular learning experience will bring them and how it will help them solve their problems, they will have more motivation to learn it (Pappas 2014).