Senior Instructional Designer

eLearning, Instructor-led, Blended Learning & Competency-based Learning

eLearning Courses

Blended Learning

Instructor-led Training

Competency-based Learning

”Adult Learning Principles facilitate effective learning”

Training needs to be designed in such a way that it facilitates effective learning for adults. There are 8 core principles of adult learning.

  1. Self-Directing. Adults need to know the benefits, values and purposes of a learning program. They need to know why they are learning what they’re learning. If they cannot appreciate the purpose or value, they will be reluctant to engage in the learning intervention.
  2. Learn by doing. Adults learn through direct experience; therefore, their training and learning interventions must include active and practical participation and offer implementable techniques and methodologies that will immediately improve their every day lives.
  3. Relevance. The content of a training program must be meaningful and relevant to the adult learners, their lives and their business. They have to very clearly see why and how this is important to them personally and how it applies to their life. The immediate use of the learning needs to be clearly understood by the learner.
  4. Experience. Adult learners need to be able to draw upon their past experiences to aid their learning. Training needs to be contextualized to use language that they are familiar with. We need to select case scenarios and examples that they can relate to, as well as refer to their direct past life, work and social experiences to bring the meaning of the learning into their world as they understand it.
  5. Multi-sensory. We must ensure that our learning interventions have appropriately proportioned delivery techniques that meet the needs of audio, visual, reading/writing, kinesthetic, dependent and independent learning preferences.
  6. Practice. Adult learners are often engaged in learning because a problem needs to be solved. Practicing skills in a controlled environment allows them to grow self-efficacy in new tasks that prepare them to act autonomously outside of the learning environment. The more an adult learner can practice new skills, competencies or the application of knowledge, the more transformational impact the learning intervention will have.
  7. Personal Development. The intrinsic, personal desires and ambitions of an adult learner need to be considered when planning and delivering adult learning programs. As learners get older, their cause for participation in learning programs often moves from external drivers, to internal drivers, like simply learning out of pure pleasure or interest in learning something new.
  8. Involvement. Effective adult learning programs have planned for learner feedback and consultation. Adults need to feel as though they have a sense of responsibility, control and decision-making over their learning. They need to be involved in the planning, evaluation and consultation of their own learning process to be fully on board with its successful execution.