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Modified Adult Learning Principles workshop

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Brian S. McGowan, PhD, FACEhp
Brian S. McGowan, PhD, FACEhp

A timeless presentation originally crafted in 2009 exploring how to cut through the theory of adult learning and provide real practical lessons.

FormationTechnologie
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Adult Learning Principles: From Theory to Practice
Adult Learning Principles: MADLIBS ,[object Object],[object Object],[object Object]
Purpose of the CME Professional ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Adult Learning Principles: Theory Suggests That Education Should ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Adult Learning Principles: Theory Suggests That Education Should ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Self Direction Active Modeling Feedback Practice Reflection
Adult Learning Principles: Theory Suggests That Education Should ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Self Direction Active Modeling Feedback Practice Reflection 1 2 3 5 4 6
Adult Learning Principles: Theory in Practice ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Predispose Enable Endure
ALPs in Practice: Self Direction ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm 2 3 4 5 6 1
ALPs in Practice: Self Direction ,[object Object],[object Object],[object Object],[object Object],[object Object],2 3 4 5 6 1
ALPs in Practice: Self Direction ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],2 3 4 5 6 1
ALPs in Practice: ? Self Direction ? ,[object Object],[object Object],[object Object],[object Object],Blondy LC. (2007). www.ncolr.org/jiol/issues/PDF/6.2.3.pdf; Cheren, M. (1983). Helping adults learn how to learn . ; Robinson, R. (1992). Research in Distance Education. 4 (1), 10-13.; Schapiro, S. A. (2003).]. Journal of Transformative Education, 1 (2), 150-166. 2 3 4 5 6 1
ALPs in Practice: Active ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],1 Accessible vs Accurate 3 4 5 6 2
ALPs in Practice: Modeling Amount Learned and Retained* Lecture Moderated Case Study Preceptorship Reading 1 4 5 6 2 3 *Cocktail napkin data
ALPs in Practice: Practice ARS- Driven Case Simulation-Based Education Apprenticeship Paper and Pencil 1 5 6 2 3 4 Amount Learned and Retained* *Cocktail napkin data
ALPs in Practice: Feedback Peer Comparisons Mentoring Answers in the Footer WRONG!! (Ha-Ha!) 1 6 2 3 4 5 Amount Learned and Retained* *Cocktail napkin data
ALPs in Practice: Reflection 1-off 1-off + 1 reminder 1-off + 1 f/u activity Sequential, Progressive Curriculum T2 6 wks T4 T3 1 2 3 4 5 6 Amount Learned and Retained* *Cocktail napkin data
ALPs in Practice: Reflection 1-off 1-off + 1 reminder 1-off + 1 f/u activity Sequential, Progressive Curriculum T2 6 wks T4 T3 1 2 3 4 5 6 Amount Learned and Retained* *Cocktail napkin data
Bad Elements of Educational Design
Educational Design Gone Bad ,[object Object],[object Object]
Educational Design Gone Bad ,[object Object]
Good Elements of Educational Design
Educational Design Gone Good: Part I ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Educational Design Gone Good: Part II ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Educational Design Gone Good: Part III ,[object Object],[object Object],[object Object],[object Object]
Educational Design Gone Good: Part IV ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Simplify ALPs in Practice ,[object Object],[object Object],[object Object],Self Direction Active Modeling Practice Feedback Reflection Allow learners to identify their own learning goals and direct their education Relate to learners' current experiences Enable learners to be active contributors to their learning Provide support to engaged learners Allow learners to observe the faculty role-model behaviors Allow learners to practice what they learn Allow learners to receive feedback from teachers and/or peers Allow learners to reflect on their learning
Questions and Comments

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Modified Adult Learning Principles workshop

  • 1. Adult Learning Principles: From Theory to Practice
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  • 13. ALPs in Practice: Modeling Amount Learned and Retained* Lecture Moderated Case Study Preceptorship Reading 1 4 5 6 2 3 *Cocktail napkin data
  • 14. ALPs in Practice: Practice ARS- Driven Case Simulation-Based Education Apprenticeship Paper and Pencil 1 5 6 2 3 4 Amount Learned and Retained* *Cocktail napkin data
  • 15. ALPs in Practice: Feedback Peer Comparisons Mentoring Answers in the Footer WRONG!! (Ha-Ha!) 1 6 2 3 4 5 Amount Learned and Retained* *Cocktail napkin data
  • 16. ALPs in Practice: Reflection 1-off 1-off + 1 reminder 1-off + 1 f/u activity Sequential, Progressive Curriculum T2 6 wks T4 T3 1 2 3 4 5 6 Amount Learned and Retained* *Cocktail napkin data
  • 17. ALPs in Practice: Reflection 1-off 1-off + 1 reminder 1-off + 1 f/u activity Sequential, Progressive Curriculum T2 6 wks T4 T3 1 2 3 4 5 6 Amount Learned and Retained* *Cocktail napkin data
  • 18. Bad Elements of Educational Design
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  • 21. Good Elements of Educational Design
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  • 26.