Archive for the ‘Adult Learning Principles’ Category
Friday, October 30th, 2015
As the National Library of Medicine Training Center, we think a lot about things like: how can we make this presentation better; are we really reaching our audience; are we teaching or training; and other similar topics. In fact, every time we get ready to teach another session of a class we’ve taught multiple times before, we make revisions and tweaks to (hopefully) keep making it better.
This week, I came across a blog post by two writers who have been guest experts for Twitter chats sponsored by the Association for Supervision and Curriculum Development entitled, “The Cycle of Reflective Teaching.” This first sentence jumped out at me: “The more reflective you are, the more effective you are.” If this is true, and self-reflection is a skill that can and should be developed, how do we do that? While authors Pete Hall and Alisa Simeral target primarily those who teach in K-12 settings, there might be something here for all of us who do any type of training or teaching.
Here’s a summary of their key points:
1.) Stop. “We’re doing without really thinking about what we’re doing.”
2.) Practice. “Thinking about your work, as an act unto itself, will not singlehandedly make you a more reflective and effective educator.” Hall and Simeral outline the four steps of the Reflective Cycle.
3. ) Collaborate. “This work is far too complex, and far too important, to go it alone.”
If this topic piques your interest, read more in the full blog post or check out their book titled, Teach, Reflect, Learn: Building Your Capacity for Success in the Classroom.”
For me, I think I’ll keep thinking about my next class when I take my walk today.
Wednesday, September 30th, 2015
NTC staff follow a number of blogs, online forums, listservs, and Twitter feeds related to learning and instruction. Jane Hart is a well-regarded international speaker and writer on modern approaches to workplace learning. Jane is the also the Founder of the Centre for Learning & Performance Technologies (C4LPT)
, one of the world’s most visited learning sites on the Web, where she also compiles the very popular annual Top 100 Tools for Learning
list from the votes of learning professionals worldwide. Her blog, Learning in the Social Workplace
, was recently rated top of the 50 most socially shared Learning and Development blogs.
Recently, the blog published the Top 100 Tools for Learning for 2015. For the seventh year running Twitter is the Number 1 tool on the list, although this year it is very closely followed by YouTube, and, once again, the list is dominated by free online tools and services. Jane observes, “I can also see some interesting new trends in the tools that are being used for both personal learning and for creating learning content and experiences for others.”
Some “Big Movers” on the 2015 list – moved up sixteen or more places – including Skype, OneNote, SharePoint, and Kahoot. To read the full blog post, including the complete presentation of the 2015 list, visit:Top 100 Tools for Learning 2015.
Wednesday, December 3rd, 2014
Here are a few things we’ve been reading lately:
Did you find any of these particularly useful? Read anything lately that we should add to our “To Read” stack?
Monday, November 3rd, 2014
We’ve all been there. We sign up for an online class with every intention of completing the class, but somewhere along the way things get in the way and we don’t finish the class. They call it the U-Shaped Curve: “Novelty and enthusiasm produce high drive at the beginning, but it drops off sharply thereafter, only increasing when the end of the course is in sight.”
Here are a few suggestions for course builders to keep motivation and interest up:
- Offer Choice: Break content into smaller modules and allow students to choose only those modules that are most important to them.
- Within the smaller modules, offer even more options to access the material. For example, you can include a short video, hands-on exercises, a follow-along tutorial. Bite-sized lessons allow students to get a sense of accomplishment, which in turn may spur them on to do more work.
- Provide feedback; because cyberspace can be lonely and we never really know what happened to that homework we uploaded. As the instructor, set a goal for yourself: I will grade and respond to students within X amount of days. Turn this goal into a class policy and include it in the “about this course” section.
Wednesday, August 27th, 2014
Have you heard of Universal Design for Learning? At the Annual Conference for Distance Teaching and Learning, I attended a few session with a focus on this principle. Here’s a primer video on Universal Design for Learning that will help you become acquainted. If you want to learn more, check out cast.org