Design Technology Solutions to Adhere to the Principles of Adult Learning

 By E.J. Siwek, CMP

There is no doubt that modern tools of technology are changing the ways and modalities of adult education. High-speed Internet transmissions, multimedia-equipped computers, and new software technologies for conducting adult learning are having a profound effect in this area.

Despite having these technologies at our fingertips, a basic question must be asked: Are we learning? And, if not, what can we do to make the best use of these emerging educational tools?

Studies confirm that adults tend to learn best under certain conditions. In order to foster an optimal learning environment, the following criteria be met:

• The adult student must feel supported and recognized for his or her unique experiences within the learning experience. Creativity and experimentation must be fostered.
• The environment must be a sharing one. Adults need to be respected, listened to, and able to share their life experiences. Instructors must realize that there is a tremendous amount of knowledge available in the classroom — whether virtual or traditional.
• To maximize learning, knowledge must to be shared and respected from both fellow students and instructors.
• Learning must be self-directed. A basic precept is that adults need to take responsibility for their learning. An astute instructor will pace and challenge adults, remaining sensitive to individual capacities. (While adults need to be stretched slightly above their own learning pace, if the pace is too fast, they will quickly become disengaged).
• Adults must be actively involved in the learning environment. Lectures just don’t cut it. Whenever exercises and experiences can be shared and used to reinforce facts and theory, an adult will learn more.
• ·       Feedback must be shared. Adults need to express how they learn best;effective instructors can adapt to individual students’ learning needs.

What about when technology is introduced into the learning process? The same principles apply! No matter what technology or delivery system is used, it must be “learner-centered.”

Consider four current models that integrate technology in the learning process:

 Model 1: Technology is the subject.  Popular in the meetings industry, this model makes technology itself the subject. At the 2001 PCMA Annual Meeting, for example, in a hands-on computer lab one subject was “Searching the Internet,” where participants learned techniques for navigating the Web.

The limitation of this model is that it provides a narrow topical focus as well as limited skills, which will deteriorate quickly if not practiced. And the skill set taught may not provide enough depth to allow the student to transfer the newly acquired knowledge into other work-related areas.

Model 2: Technology is an integral part of the learning. A second model involves the integration of technology as part of a delivery structure. For instance, a learner may select a self-paced instructional video to develop new skills. The drawback in this model is that the learner isolated and there is no opportunity to share with other adults.

Model 3: Technology is used to complement learning. A third model uses technology to complement learning. In these cases, the student is required to use technology to complete an assignment opening up both the instructor and student to new possibilities. Through the use of technology, the student begins to expand his or her knowledge beyond what the instructor may present through a designed curriculum or lesson plan. Here, adults can practice skills off-site, where they feel safe and secure and they can learn at their own pace.

The problem with this model is that, currently, there are a limited number of products on the market that promote sound adult learning practices.

Model 4: Technology is used as an instructional tool. In the final model, technology is integrated as an instructional tool to extend and enrich the core curriculum. These types of programs help learners develop skills they can use beyond the instructional setting. Distance learning programs are a prime example of this model in action.

The ongoing challenges here are designing programs where instructional activities are tightly woven into the delivery, and securing available instructors who are comfortable in delivering such programs.

Properly designed and integrated, technology enhances the learning process. But adaptation begins with a clear understanding of how adults learn.

E.J. Siwek is director of marketing of Excel Partnership, an international training organization, and president and founder of Flashpoint Technologies, LLC. Forward your questions about technology to him at techeditor@pcma.org.

CONVENE - December 2000 - Meeting Technology

©2001 Professional Convention Management Association