Although formal adult learning theory has been around since before the 1920s, Malcolm Knowles published the first work on andragogy in 1970. It had 5 main points. In order to learn, adults:

1. Need to know why they need to learn it. This means that you need to find out why they are there and what they want to learn. If they don't know or if their objectives don't align with yours then it's worth taking a minute to help them figure out what they can get out of the course OR to convince them that your learning objectives will fit their needs OR to negotiate a little on what you are going to cover. But you can only do this if you know why they are here in the first place

2. Build on their prior experience. This is called "scaffolding" meaning that adults will absorb information only if they can attach it to something that they already know. It can be very difficult to overcome a misconception that an adult already has...Ellipses example http://www.ted.com/talks/jonathan_drori_on_what_we_think_we_know.html

You hae to be able to confront the misconception head on in order to overcome it.

Regardless, the point is that you need to know what your students think--there has to be back and forth.

3. Need to have agency. Adults need to be responsible for their own learning. This may mean some negotiation over subject order, subject coverage. This may be advantageous to you because you can tap into the desire to be self-determined learners by providing them with sources and then telling them to go at it.

4. Learn just in time. We are all busy and we all prioritize...you learn what you need to know right before you use it.

5. Problem-based learning. Apply it to real life

Sousa 2000;
The numbers will change slightly depending on what you read, but the hierarchy will stay in the same order.

So doesn't it make more sense to send them home with several really solid skills and information on where they can start their own study rather than being overwhelmed with a lot of information?

1. Average attention span: Chunk things.

2. Learning styles: Are now actually learning preferences...if they need to learn it, they will find a way to learn it, but simulation research has shown that skills transfer most easily if you provide them with the most realistic environment as possible, and expose them to as many different sensory perspectives as possible. This means incorporating visual, audio, tactile experiences. A 360 degree learning experience.

3. Skills versus changing beliefs. Objectives that involve teaching skills that are just above what they already know are achievable in short workshop form. Skills that are way out of their prior experience or attitudes and belief changes work much much better when they are exposed to the new concept over extended periods of time. Mentorship programs, for example, is a better way to approach attitudes and beliefs.

Make sure that you are doing activities that fit what you are trying to achieve.

How many of you are familiar with taxonomies?

Pass out learning taxonomy and learning activities worksheets.

Pass out Vella Handout

What kind of exercise is this?
(implementation)

Assess at the beginning, middle, and end

1. Beginning is called a needs assessment. Establishing "need to know." Establishing what your students know already and what to learn.

2. Middle is called a formative assessment. Things that will help you improve

3.