Future Game Designers Come to UMaine through University and K-12 Collaboration

Screen Shot 2019-05-03 at 4.04.51 PM.pngOn Thursday, April 25, Jennifer Gilman, an upper school mathematics teacher at the East Grand School in Danforth, brought six students to the UMaine Immersive Mathematics in Rendered Environments (IMRE) Lab for a game design workshop. The IMRE Lab investigates the potential for emerging technologies to transform STEM education. The East Grand students that participated in the workshop were members of the East Grand Dream Team, a group of students who are computer science enthusiasts and who maintain the East Grand Virtual Makerspace — a virtual reality lab where students can explore immersive environments using the HTC Vive.

The IMRE Lab has been working with Jennifer Gilman and her students at the East Grand School since October, 2017. Jennifer connected with IMRE through a summer workshop at the RiSE center in 2016. She became interested in the educational potential of virtual reality and worked with IMRE graduate student Camden Bock to design a space at East Grand where students in rural Maine could explore what is possible with immersive virtual reality. IMRE has hosted several trainings for students from East Grand at UMaine since then; in addition, IMRE has visited the East Grand School in Danforth for professional development with East Grand teachers about incorporating virtual environments into their teaching. Jennifer says, “the opportunity for a rural public school to collaborate with a university is really special.” And on the university side, the IMRE lab has benefitted from having a teacher like Jennifer as a partner in their ongoing design and development work.

Members of the Dream Team worked with the development team at the IMRE Lab to design and develop a side-scroller video game that the team collectively coded using the Unity engine.

Screen Shot 2019-05-03 at 4.07.15 PM.png

The workshop began with the students discussing and deciding what kind of game they wanted to develop. They settled on a 2D side-scroller style game that would feature a single character progressing through a hierarchy of levels. The students then split into two teams: A character team and a level team. The character team designed the player, its capabilities, and how it would interact with the game world. The level team planned the obstacles the player would need to negotiate and the consequences for success or failure.

Each team collaboratively planned the game-elements they wanted to feature, and then they worked with an IMRE developer to implement their plans in the Unity game engine.


The purpose of the workshop was to provide an experience-based introduction to Unity, so that members of the East Grand Dream Team could begin to learn how to create their own content. By the end of the workshop, they had developed a playable prototype of what they had designed, even if the game-play elements were not exactly as they had planned — for instance, they learned from one of their initial tests that when the character fell into a pit it fell forever! The students plan to use what they learned from the workshop to design and develop projects of their own in the future.

Preservice Teachers Jumping into a PLN


Screen Shot 2019-04-04 at 9.24.25 AMMonday night I was loving the conversations that @jodi_teacher prompted through her thought provoking twitter chat questions focused on assistive technology for everyone. As per usual, for every question posted I paused, reflected, drafted a response, edited, and hesitated for one second before hitting “tweet”. After years engaged in social media and other online learning/sharing networks, I still have that twinge of apprehension before sending some type of opinion “out there”. But while I was holding back, I noticed one voice jumping right in with comments, questions, and likes before I even typed “A3”. Screen Shot 2019-04-04 at 9.26.00 AMThat was the voice of a preservice teacher – a student in my own instructional technology course – reaching out, getting involved, growing her professional learning network, and building relationships and habits to carry forward in her career. This step into growing her network of learning has many different positive implications for developing teaching knowledge and practice.



Professional learning communities provide opportunities for collaboration, relationship building, and learning and discovery. By encouraging preservice teachers to explore and engage in digital networks and communities during their teacher preparation, they can establish habits of professional engagement to support their developing teacher practice. A professional learning network moves with you; preservice and new teachers can expand their networks regardless of where they find their first classroom. Keeping the virtual doors open promotes sharing, learning, and knowing that you always have a network of supporting educators.

Digital Citizenship

While the importance of teaching and practicing online safety should not be minimized, the shift in perspective from “don’t do that!” to “how might we empower students to participate in a digital environment?” sheds light on the positive interactions in a digital community. Encouraging preservice teachers to engage in learning networks supports their preparation as university students as well as future educators. Drawing from the ISTE Student and Educator Standards (commonly adopted in teacher prep programs), as students they are establishing and promoting their digital identities, and engaging is positive social interactions. As teachers, they are making responsible contributions to the learning environment, and establishing their own learning culture. Exploring their own experiences through the navigation of learning networks increases preservice teacher knowledge and exposure of online behaviors in order to model and inspire classroom students to responsibly participate in digital environments.

Knowledge and Practice

Although the undergraduate educational technology course that I teach is a stand-alone class, I aim to ensure that the preservice teachers’ experiences with technology are not isolated from their other content based courses. While I collaborate with other faculty on imbedded technology design, I recognize that their knowledge development is strengthened through exploring and learning from other professionals in the field. Professional learning networks provide great access to different voices, perspectives, and experiences. As preservice teachers develop their own practice, they can draw from, and share, different ideas for their future classrooms.


“I Don’t Care About My Grades – I Want A Job that’s More Satisfying!”: Adult Motivation for Learning is More Intrinsic than Extrinsic

Male instructor and female student working at a computer

Most adults have a host of reasons, some complicated, some personal, for participating in learning. Appealing to those motivativating factors, then, is key to engaging adult learners. Knowles theorizes that adults are more motivated by abstract, internal concepts than by physical, external matter. A little confused? Let’s review.

female instructor and student smiling while one is writing
Maine Math Coaching Project, photo by Emily Kessell, 2018

Knowles’ Fifth Assumption

Knowles’ fifth assumption about adult learners proposes that adults are typically motivated to learn more by intrinsic than extrinsic factors. To clarify, “While adults are responsive to some external motivators (better jobs, promotions, higher salaries and the like), the most potent motivators are internal pressures (the desire for increased job satisfaction, self esteem, quality of life, and the like).” (Knowles, 1990, in Lubin, 2013)

For some children, school and learning can feel like a competition – who can get the highest grades, achieve the greatest SAT score, finish with the best GPA, earn the most scholarship money, gain acceptance into the most prestigious college, and other such extrinsically motivating factors. Similarly, other kids might be extrinsically motivated by the prospect of a high-paying job that doesn’t require a college degree. Essentially,

Male instructor and female student working at a computer
Dr. Griswold with a student, photo by Johanna Prince, 2010

learning behavior is driven by the expectation of receiving a tangible payout of some sort – a reward, if you will. According to Knowles, adult learners, however, are much less motivated by such material prizes than they are by more internal, abstract factors such as feeling better about oneself, enhancing or improving one’s quality of life, or personal growth and development.


Appealing to internal motivators through design is a little trickier than our other strategies have been. Transformative learning experiences can help improve learners’ motivation and confidence by allowing them to try something new or think about things from a different perspective. An “a-ha moment,” if you will, can be encouraged by “Incorporat[ing] ways for students to interact with alternative points of view, either via projects and activities, or through collaborations with others who have diverse views and experiences.” (Digital Promise, n.d.)

Educators from the transformative learning theory recommend this process for creating transformative learning experiences:

Woman smiling at the camera while sitting next to a 3D printer
Delaware Libraries Ultimaker 3D Printer, photo by John Abella, 2014
  • Begin by “creating an environment in which students open their minds to new possibilities about
    their lives and futures. To do this, it is first important to create trust. If students feel comfortable they will be more likely to share their thoughts, ask questions, and be open to probing or opposing views.” (Henderson, 2010 in Digital Promise, n.d.)
  • Next, design instruction that “facilitate[s] a ‘trigger’ event. Look for ways to get students to stop, pause and consider something that differs from their current thinking or world view. (Henderson, 2010 in Digital Promise, n.d.) Reading news articles, working with simulations, participating in team projects, conducting research, and discussing videos can introduce opportunities for triggering events (Dirkx & Smith, 2009 in Digital Promise, n.d.), where students are presented with alternative viewpoints.”
  • Finally, allow the learners to examine their new knowledge and/or perspective, and do something with it to cement the transformation. “For example, publishing a paper, producing a video or photo essay, developing a new goal, researching a new career, or joining a professional organization are all ways to take action. Not all students will have a transformative learning experience, but researchers argue that for some adult learners, this type of learning can make the difference between success and failure.” (Merriam & Bierema, 2014 in Digital Promise, n.d.)

Making Connections and Closing the Loop

To summarize: the critical point here is that learning in adulthood is by choice, and most adults will be more motivated to learn something if doing so means some internal, intrinsic need will be met. Designing instruction for intrinsic motivators can be challenging because we all have different ones, but generally speaking, ensuring safe space for adult learners to engage in thinking from a different perspective, creating a “trigger” moment, and allowing students to apply and reflect on their new thinking, is just one strategy for helping to improve adult learners’ confidence and be motivated to engage in learning.


Digital Promise. (n.d.). Designing technology for adult learners: Applying adult learning theory. Retrieved from http://digitalpromise.org/wp-content/uploads/2016/03/designing-for-adult-learners.pdf
Lubin, M. (2013). Coaching the adult learner: A framework for engaging the principles and processes of andragogy for best practices in coaching (Doctoral dissertation). Retrieved from https://vtechworks.lib.vt.edu/bitstream/handle/10919/22017/Lubin_MM_D_2013.pdf

Supporting Appropriate Technology for Early Learners

Screenshot_2019-02-15 Technology NBE Observations - Google Drive(1)

What the Research Tells Us

The foundation of early childhood education is Developmentally Appropriate Practice (DAP), a concept that brings together knowledge of child development, the development of the individual child, and the culture of the child (Copple & Bredekamp, 2009).  The importance of using DAP for digital technology in an early childhood classroom is no different than when using other types of materials and tools (Fred Rogers Center, 2012).

The Fred Rogers Center (2012) provides two principles for digital media use: a) “quality digital media should safeguard the health, well-being, and overall development of young children, and b) quality in digital media for young children should take into account the child, the content and the context of use” (p. 6).  These principles support DAP through intentional use of technology in the classroom. The American Academy of Pediatrics (AAP) released new guidelines for screen time that emphasize the importance of adults working with children in researching the apps used, understanding and co-engaging in digital content.  

The International Society for Technology in Education (ISTE) technology standards for students begins at age four. The 2016 ISTE Standards for Pre-K-12 students emphasizes fitting technology into pedagogy rather than focusing on the technology as a tool (ISTE-S, 2016).  The ISTE Student Standards (2016) and the NAEYC Technology Statement (2012) share an emphasis on appropriate pedagogy, collaboration, and understanding technology use. ISTE-S provides a framework for developing intentional and appropriate classroom interactions with digital technology for young children. Foundations are built for young children to become Technology Literate Students (ISTE, 2016) in the areas of active learning, and social outcomes through communication and collaboration.  As digital technology becomes more prevalent in education settings, early education teachers need to focus on introducing and extending technology.

Selected Examples of Interactive Technology for Early Childhood Classrooms

Screen Shot 2019-02-07 at 12.57.58 PMThe multi-touch table is an emerging technology in early childhood classrooms designed to foster group collaboration. The multi-touch table’s size and multi-user interface allows the young child to move and play around the table while interacting with other children, potentially answering concerns about young children, technology and decreased social engagement and physical activity.  Using a multi-touch table can assist in creating foundational skills such as group collaboration around a shared goal.

Screen Shot 2019-02-07 at 12.58.08 PM

Digital microscopes are another technology that encourages interactive engagement.  Digital microscopes allow young children to explore materials found inside and outside the physical classroom. If you are introducing nature education into your curriculum, digital microscopes create opportunities for deeper exploration of the natural world.  A great way to do this is to have the children use the digital microscope to examine outdoor items they collect, and have children make entries into a science journal to record their observations.

Tablets can also be used as an interactive tool in the classroom.  We often focus on apps that can be useful for research or discipline specific knowledge building.  There are tools designed for use with tablets such as Osmo which offers numerous interactive learning tools. Tablets do not need to be expensive, and inexpensive tablets can be used for many purposes including children  authoring and illustrating a classroom e-books. And let’s not forget the learning resources and activities found on the web such as PBS Kids and Epic! Books.

Screen Shot 2019-02-07 at 12.58.20 PMOther examples of interactive technology include resources for coding, such as (to mention a few) Ozobot, Cubelets, Sphero, and Code-a-Pillar.  Smart phones and digital cameras are multi-purpose (as all teachers know) including recording and taking pictures of the children’s interactions and work for assessment. Assistive Technology is so rich that these materials have their own blog post. This picture is an example of switches that activate the drumsticks when pushed.

Technology in early childhood classrooms needs to emphasize interaction. Teachers should always become familiar and comfortable with the technology before introducing it into the classroom.  Digital technology should not be a passive means of engagement or used as a “reward”. As an early educator, you understand child development – use that knowledge when integrating digital technology into your classroom. And Have Fun!


Copple, C., & Bredekamp, S. (Eds.) (2009). Developmentally appropriate practice (3rd Edition). Washington, DC: NAEYC

Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College. (2012). A framework for quality in digital media for children: Considerations for parents, educators, and media creators.  Latrobe, PA: Fred Rogers Center.

International Society for Technology in Education. (2016). ISTE Standards – Students.  Retrieved

from http://www.iste.org/standards/standards/standards-for-students

National Association for the Education of Young Children & Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College. (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. Retrieved from: http://www.naeyc.org/content/technology-and-young-children

Screen Shot 2019-02-07 at 12.58.31 PM

Donna Karno is an Associate Professor of Early Childhood Education at the University of Maine at Farmington.  Donna has been active in the early childhood profession for over twenty years and works with pre-service and in-service teachers.  She has worked in different capacities within the early childhood field including as a Director and lead teacher. Donna’s research and teaching passion is to aid early childhood professionals in using digital technology for parent communication, classroom practice, and professional development.

“Will this Help Me Solve this Problem Now?” Adults’ Orientation to Learning is Problem-Centered vs. Subject-Centered

Remember back in blog post #4 when we discussed the idea that adults prefer to engage in learning that will help them to solve problems? Knowles’ fourth assumption about adult learners revisits this concept. Let’s review.

Knowles’ Fourth Assumption (and, coincidentally, his Fourth Principle, too)

older man and woman working with a multimeter
Arduino 101 class, photo by Fabrice Florian, 2016

Adults don’t want to learn more content that they need to file away for future use; they want to learn things that can help them solve real-time problems: “As a person matures his/her time perspective changes from one of postponed application of knowledge to immediacy of application. As a result his/her orientation toward learning shifts from one of subject-centeredness to one of problem centeredness.” (Knowles, 1984)

Instead of listening to a two-hour lecture, for example, about psychological conditioning theories and processes, adults would prefer to learn how they can use psychological conditioning immediately in their lives – the obvious example being dog training. To adults, the application of the theory is more interesting and useful than the theory behind it. “Adults are motivated to learn to the extent that…it will help them perform tasks they confront in their life situations.” (Litster, 2016)

We have learned from studying the brain that it “…continues to change and grow

women pretending to make soup
Nature Based Education, photo by Bob Bailie, 2018

through adulthood, and that learning centered on problem solving helps make necessary connections for such growth. The key is to structure problems on what the learner encounters in work/life situations, and then help them practice strategies to solve them.” (Digital Promise, n.d.)

And speaking of brain science, we’ve also discovered the importance of including “…problems that involve both sides of the brain’s learning centers. Specifically, learning activities that draw on the creative strengths of the right side of the brain and the verbal and analytical strengths of   the left side are most effective. So, incorporating multiple approaches and pathways to solutions in games and activities is a good strategy to help students use both sides of their brains when solving problems.” (Digital Promise, n.d.)


Designing instruction with Knowles’ fourth assumption in mind means learning should be organized around real-life tasks, whether professional or personal, instead of subject matter. For example, “…a child in a school composition class learns grammar, and then sentence and paragraph construction. An adult in a composition training program learns how to write a business letter, a marketing plan, etc.” (NHI, n.d.)

Many resources on instructional design for adult learners suggest the use of case studies and scenarios. Other types of activities that encourage problem-solving include 

a group of female nursing students
Simulation-Betty-014, photo by Drew Morris, 2015
  • Asking open-ended questions that require more than a simple yes or no answer
  • Role-playing
  • Debates
  • Simulations

Even in the workplace, learning can (and should!) be problem-centered: Think on-the-job training.

Making Connections and Closing the Loop

Problem-centeredness was obviously important to Knowles: He based both a principle of his adult learning theory and an assumption about adult learners on it. Therefore, “Instruction should be task-oriented instead of promoting memorization – learning activities should be in the context of common tasks to be performed by the others.” (Pappas, 2013) Adult learners want to solve problems and perform tasks that can improve their personal, professional, and/or academic lives. It’s not enough to lecture about, say, operant conditioning: We need to let adult learners train and reward their OWN dogs to truly understand it.


Digital Promise. (n.d.). Designing technology for adult learners: Applying adult learning theory. Retrieved from http://digitalpromise.org/wp-content/uploads/2016/03/designing-for-adult-learners.pdf

Knowles, M. (1984). The adult learner: A neglected species (3rd Ed.). Houston, TX: Gulf Publishing.

Litster, J. (2016). Breaking barriers: Research report. The principles of adult learning. Retrieved from https://ec.europa.eu/epale/sites/epale/files/the_principles_of_adult_learning_.pdf?utm_campaign=elearningindustry.com&utm_source=%2Fways-adapt-training-adult-learners-characteristics-needs&utm_medium=link

National Highway Institute. (n.d.). Principles of adult learning and instructional systems design. Retrieved from https://www.nhi.fhwa.dot.gov/downloads/freebies/172/PR%20Pre-course%20Reading%20Assignment.pdf

Accessible Educational Materials

Accessible Educational Materials

Please note that the terms Accessible Instructional Materials and Accessible Educational Materials are used interchangeably throughout the post.  Accessible Educational Materials is the more current term.

Curricular content in print-based, video, and other multimedia formats present significant barriers to students with learning, physical, sensory, and other disabilities.  Meanwhile, the availability and purchase of these educational materials are expanding and student and teacher creation is booming. What do educators need to know about accessibility in the process of purchasing and creating educational materials?

Accessible Educational Materials (AEM) are defined by the National Center on AEM as:

Accessible educational materials, or AEM, are print- and technology-based educational materials, including printed and electronic textbooks and related core materials that are designed or enhanced in a way that makes them usable across the widest range of learner variability, regardless of format (e.g. print, digital, graphic, audio, video).



Accessible Instructional Materials (AIM) – Textbook Access

The origin of the term Accessible Instructional Material, a predecessor to the term Accessible Educational Materials, stems from the reauthorization of the Individuals with Disabilities Education Act in 2004. Within that statute is a provision that requires state and local education agencies to provide textbooks and related core instructional materials in specialized formats to students with print disabilities in a timely manner. In Maine, “timely manner” means “at the same time as students without print disabilities.” The provision in IDEA was referred to as the “AIM initiative.”

You can also read Maine’s AIM: Acquiring Accessible Instructional Materials for All Kids from Kittery to Fort Kent at:

http://maine-aim.org/docs/ME_AIM_doc_2013.pdf   (please note that aim.cast.org has now been replaced by aem.cast.org.)


Curry, C. (2016, May 18). AT and AIM/AEM for on-demand access to reading materials [webinar]. Maine AIM Program.

Note:  opening the link to the archived recording of the webinar requires Flash.  The speaker’s notes and presentation slides are available in separate files.

The following materials provide specific steps for considering a student’s need for and, subsequently, providing it.  Please note the materials may use the term Accessible Instructional Materials (AIM)- the materials were prepared prior to the change to Accessible Educational Materials.

Steps to Providing AIM (Maine AIM Program’s YouTube channel).   

AIM Under 5: Print Disability (Maine AIM Program’s YouTube Channel)



Bookshare provides materials in digital text format and is a free service for U.S. students. Organizations (district or school) can create organizational memberships and add qualifying students. In order to fully utilize Bookshare’s tools, students will need individual memberships, as well. Here are some important areas of Bookshare’s website:

Bookshare Demo:  https://www.youtube.com/watch?v=ffpjpi-8ghs

Reading Tools:   https://www.bookshare.org/cms/help-center/reading-tools  

Note that Bookshare’s digital text file format is DAISY, which stands for Digital Accessible Information SYstem. Students will need a DAISY reader to access them or use the free Web Reader (see Bookshare’s Reading Tools page).

Closed Captioning: Benefits, Sources, and Tools

Here are an overview closed captioning, two articles that explain the benefits of closed captions for all learners, as well as sources for turning on closed captions on a variety of devices and services, and instructions for how to caption your own YouTube videos. 

Overview of Closed Captioning


 This video demonstrates two important and often overlooked features of high quality closed captioning: Appropriate pacing (timescales) and inclusion of sounds that occur when the narrator isn’t speaking (i.e., music and audience clapping). Consider watching it twice: The first with the sound off and the second with the sound on. 

Flawless Transcription Closed Captioning for YouTube Example

Turn on and try Closed Captioning

Instructions for turning on closed captions for multiple devices and services.



iPad, iPhone, iPod


Creating Subtitles and Closed Captions (YouTube)

Copyright considerations

Students and teachers acting as good digital citizens is important.   Copyright and fair use: Is it legal to caption public YouTube videos that don’t belong to you? http://www.3playmedia.com/2014/01/08/copyright-law-fair-use-is-it-legal-to-caption-public-youtube-videos-that-dont-belong-to-you/   


Audio Description: Benefits, Sources, and Tools

For an introduction to audio description, go to the website of Listening Is Learning. Be sure to explore the examples.


Here’s an example of audio description. Watch it twice; the first time with your eyes closed.   The Hunger Games with audio description: Katniss hunting

The Audio Description Project.  Search for audio description by television, movie, DVD, and more.


Turn on and try Audio Description

Video-described shows by network (Audio Description Project)


Audio Description for NetFlix


Research suggests that audio description is beneficial for sighted students. Read the following article from Listening Is Learning: http://listeningislearning.org/background_description-no-bvi.html


Walter H. Kimball is Professor of Education at the University of Southern Maine.  Dr. Kimball has been a special education teacher, school district special education director, school district Title One director, university professor, and project director for an assistive technology certificate program.   He currently serves as a Product Reviewer for the International Society for Technology in Education (ISTE). He gratefully acknowledges the contributions of Cynthia Curry to this post.

On a Need to Know Basis: Adults’ Readiness to Learn Depends on their Need to Know Something

male and female students smiling and chatting

Adult learners may not be engaged because they don’t feel they need to know what they’re being taught; perhaps their jobs don’t demand it, they already know it, or they haven’t yet come to terms with a need to change. Knowles’ third assumption states, “As a person matures his/her readiness to learn becomes oriented increasingly to the developmental tasks of his/her social roles.” (Knowles, 1984) Let’s review.

Knowles’ Third Assumption

smiling man with a robot prototype
Robot World Prototypes, photo by Fabrice Florian, 2017

Adults are more likely to engage in learning something when they feel they need to know it – such as learning a new work skill when a promotion is imminent, or studying a new discipline when they’ve been laid off or are ready for a change. From an andragogical perspective, learning is triggered by a need to change something – essentially an assessment of “what I know versus what I need to know” – in order to perform more effectively. “Adults are driven to learn new skills or understand new concepts based on the ever-changing demands of work and life, so timing the learning to correspond with the tasks at hand is at the heart of this principle of adult learning. Learning to transform oneself and society resonates within this principle of adult learning.” (Lubin, 2013).

While schooling is mandated for children in the U.S., it’s important to remember that adults choose to be educated, and usually with a specific purpose in mind: “Learning in adulthood is usually voluntary. Thus, it’s a personal choice to attend school, in order to improve job skills and achieve professional growth. This motivation is the driving force behind learning and this is why it’s crucial to tap into a learner’s intrinsic impetus with the right thought-provoking material that will question conventional wisdom and stimulate his mind.” (Pappas, 2013)

male and female students smiling and chatting
Students, photo by Bob Bailie, 2016


In addition to needing to know WHAT they’re learning WHEN they need to know it, adults also want to know how HOW learning will be conducted and WHY it is important. The significance of this assumption, then, is threefold:

  • Know and understand the learner’s expectations and needs through needs assessment performed prior to the learning activity. This allows for appropriate collaborative planning, to avoid teaching content that is either too basic (the learners will view the experience as a waste of time) or too difficult (they may lack foundational knowledge necessary to understand the content), or is perceived by learners as irrelevant to their needs;
  • Introduce goals and objectives – that is, what learners will be able to know or do with the knowledge acquired – early in the learning experience; and
  • Present a syllabus, an agenda, or a training outline at the beginning of the learning experience to give the learners a preview of what they will learn. (Palis & Quiros, 2014) 

    female instructor talking with three women around a table
    Dr. H. and three students, photo by Bob Bailie, 2014

Remember, adults are in your class (training session/workshop/educational experience) most importantly because they choose to be. “When working with adult learners, you should cut any unnecessary theoretical background from your training content. Keep only the essential parts, and enrich your training with simulations and real-life case studies that facilitate knowledge transfer. Incorporate on-the-job training sessions that teach your learners specific skills that they’ll be able to apply to their own everyday workflows.” (Andriotis, 2018)

Making Connections and Closing the Loop

Simply put, adults are much more likely to engage in learning if they can clearly see how it will benefit them by closing the gap between their current knowledge and necessary knowledge. You can promote success with your audience by separating critical from non-essential information, framing the learning as beneficial for improving skills, introducing the goals and/or objectives of the learning experience right up front, and providing a preview of what the audience will learn. When adults see value in what they are learning when they need it, how it will happen, and why it is important, they are much more likely to engage themselves with it.


Andriotis, N. (11 June 2018). How to adapt your training to the characteristics of adult learners. Retrieved from https://elearningindustry.com/ways-adapt-training-adult-learners-characteristics-needs

Knowles, M. (1984). The adult learner: A neglected species (3rd Ed.). Houston, TX: Gulf Publishing.

Lubin, M. (2013). Coaching the adult learner: A framework for engaging the principles and processes of andragogy for best practices in coaching (Doctoral dissertation). Retrieved from https://vtechworks.lib.vt.edu/bitstream/handle/10919/22017/Lubin_MM_D_2013.pdf

Palis, A. and Quiros, P. (2014). Adult learning principles and presentation pearls. Middle East African Journal of Ophthalmology, 21(2): 114–122. doi:10.4103/0974-9233.129748.

Pappas, C. (8 May 2013). 8 important characteristics of adult learners. Retrieved from https://elearningindustry.com/8-important-characteristics-of-adult-learners