I attended Jennifer Hoffmann’s Making Virtual and Blended Learning Work for Adult Learners. She modeled the session after Malcolm Knowles’ six principles of adult learning, which promotes collaborative learning over lecture:
- Adults are internally motivated and self-directed
- Adults bring life experiences and knowledge to learning experiences
- Adults are goal oriented
- Adults are relevancy oriented
- Adults are practical
- Adult learners like to be respected
I agree with all of these principles. As we design for and facilitate sessions in the live virtual classroom, they should guide our treatment of adult learners. They don’t want to be treated like novices or children.
Additionally, I always use Wlodkowski and Ginsberg’s Motivational Framework for Culturally Responsive Teaching as a rubric to make sure I have built in activities that address learner needs to increase the likelihood that they will apply the learning. The framework suggests fulfilling these four criteria:
- Establish Inclusion– Create an environment of mutual respect and connection. This can be done by posting participant and instructor bios, allowing participants to choose their own work groups, and creating a quick orientation to help students learn how to learn in the VC. An excellent example of an orientation by Insync Training: Learn How to Learn Online
- Develop a Learning Attitude– Set ground rules and mutual expectations as a class. Facilitators can gauge the needs of the participants using annotation tools to involve everyone.
- Enhance Meaning– Meet learner needs by making the content relevant and personally meaningful. Use polling and annotation tools to help participants provide feedback. Find out why they chose this class. Are they trying to solve a problem? How do they plan to use what they learn?
- Engender Competence– Create experiences where participants can perform–>receive feedback–>make adjustments–>perform. Provide simulations and simple performance assessments via the VC, web-based resources. If it is impractical to perform in the virtual classroom then give an assignment to perform back on the job with criteria that a peer or manager can use to give feedback.