Training and Instructional Design Introduction to Training and

Training and Instructional Design Introduction to Training and Adult Learning Lecture b This material (Comp 20_Unit 1 b) was developed by Columbia University, funded by the Department of Health and Human Services, Office of the National Coordinator for Health Information Technology under Award Number 1 U 24 OC 000003.

Introduction to Training and Adult Learning Objectives 1. Define the levels of learning per Bloom’s Taxonomic Domains (Lecture b) – Cognitive, Affective, Psychomotor 2. Describe the characteristics of adult learners and factors that impact training design and learning outcomes (Lecture b) Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 2

Consider… What is learning? What is unique about adult learners? What are good strategies for helping adults learn? What makes a good lesson plan? Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 3

Before we begin… Consider a recent POSITIVE learning experience you had • What made it POSITIVE? Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 4

Before we begin… Consider a recent NEGATIVE learning experience you had • What made it NEGATIVE? Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 5

Learning occurs… • As a result of the student engaging in an activity Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 6

What Makes Adult Students Different? Want to be actively involved Real-World” experiences & expertise Receptive to learning specific principles, rather than broad, overall theories Quick application of specifically-learned principles Relevant to problem-solving needs Busy lives, many responsibilities with limited time Choose to participate or not Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 7

ALSO Consider Adults: Can be resistant to change Fear failure Can be Student and Trainer Adopt different learning styles Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 8

Andragogy “The art and science of teaching adults” Malcolm Knowles (1988) Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 9

Knowles’ Principles of Adult Learning 1. Adults must be partners in their own educational plans and evaluations 2. Adults learn experientially based on positive and negative experiences 3. The material must be relevant 4. Problem-based learning is more effective than contentbased learning Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 10

Adults Are: Pressed for Time Jobs Family Community Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 11

Goal Oriented Bring previous knowledge and experience Health IT Workforce Curriculum Version 3. 0/Spring 2012 Interested in aspect of the course content that interest them Training and Instructional Design Introduction to Training and Adult Learning Lecture b Different people have different motivation levels 12

Need to Know • Adults need to know the reason for learning something new Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 13

Foundation and Experience • Experience provides basis for learning Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 14

Involvement in planning & evaluation Personal responsibility Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 15

Readiness Personal goals linked to personal interest, career Immediate Relevance Work Related Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 16

Task Orientation Problem driven not just memorization Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 17

Motivation Adults respond better to internal versus external motivators Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 18

The Clinical Workforce is Diverse • Culture, religion, ethnicity, language, disabilities • Expectations about work and career • Age: Baby Boomers to Net. Gen (Net Generation) • Information and technology literacy • Education and experience Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 19

Different Learning Styles • A student’s preference to method of learning can vary: Visual Learners Kinesthetic Learners Auditory Learners • Learning style inventory websites: • http: //www. learning-styles-online. com/ • http: //www 4. ncsu. edu/unity/lockers/users/f/felder/publi c/ILSpage. html L earners Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 20

Bloom’s Taxonomy Bloom, B. S. (1956) Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 21

Three Domains in Bloom's Taxonomy Affective Psychomotor Health IT Workforce Curriculum Version 3. 0/Spring 2012 Cognitive Training and Instructional Design Introduction to Training and Adult Learning Lecture b 22

Affective • A person’s attitudes and emotions Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 23

Cognitive Knowledge Comprehensive Application Analysis Synthesis Evaluation Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 24

Hierarchy of Cognitive and Affective Learning Outcomes Bloom, B. S. (1956). Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 25

Psychomotor: The physical ability to manipulate a tool or instrument Zimmerman, J. (2010). Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 26

KSAs Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 27

KSA’s Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 28

Introduction to Training and Adult Learning Summary – Lecture b • Andragogy is the art and science of teaching adults • Knowles’ Principles of Adult Learning – Adults must be partners in their own educational plans and evaluations – Adults learn experientially based on positive and negative experiences – The material must be relevant – Problem-based learning is more effective than content-based learning • Three domains in Bloom’s taxonomy (Knowledge Skills, and Attitudes) – Affective, Psychomotor, Cognitive Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 29

Introduction to Training and Adult Learning References – Lecture b References 1. Knowles M. The adult learner: A neglected species 3 rd ed. Houston, TX: Gulf Publishing Company; 1984. 2. Knox AB. Adult development and learning. San Francisco, CA: Jossey-Bass, Inc. ; 1977. 3. Retrieved on October 3 rd, 2010 from http: //en. wikibooks. org/wiki/Learning_Theories/Adult_Learning_Theories 4. Clark DR. Bloom’s Taxonomy [monograph on the Internet]. Big Dog & Little Dog’s Performance Juxtaposition; c 2004 [cited 2010 Jun 21. Available from: http: //www. nwlink. com/~donclark/hrd/sat. html 5. Retrieve on October 3 rd, 2010 from http: //www. learning-styles-online. com/ 6. Retrieve on October 3 rd, 2010 from http: //www 4. ncsu. edu/unity/lockers/users/f/felder/public/ILSpage. html Images Slide 26: Zimmerman, John. (2010). Dental patient (color-photo). Columbia University College of Dental Medicine, New York, NY. Slide 21: Bloom, B. S. , Engelhart, M. D. , Furst, E. J. , Hill, W. H. , & Krathwohl, D. R. (1956). Taxonomy of educational objectives: the classification of educational goals; Handbook I: Cognitive Domain New York, Longmans, Green. Slide 25: Retrieved on June 10, 2010 from (picture in public domain (http: //en. wikipedia. org/wiki/File: Blooms. Cognitive. Domain. svg) Health IT Workforce Curriculum Version 3. 0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 30