Category: instructional design

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

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.

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

male and female students smiling and chatting

Adults are more likely to be engaged in learning something if they feel they need to know it – for work, play, or personal enrichment. Here are some ideas for making instruction compelling for your adult learners.

“I Know Something About That!” – Adults Bring Personal Experience to the Learning Environment

man sitting in front of laptop listening to someone

Adults learn by experience, but also love to share their own experience with particular subject matter. Thus adults can teach one another.

Be A Trail Guide: Adults are Self-Directed and Independent Learners

navigational compass sitting on a map of southern asia

For adults, learning means self-directed, independent thought and work. The role of the adult educator is to provide support and guidance as needed, with minimal oversight, while allowing learners to explore and make and correct errors on their own.

3 Tips to Personalize Online Learning

Designing and teaching an online course for students of any age is an exciting endeavor. While you may not meet the students in person, there are three fairly simple steps you can take to quickly begin to learn about the nuances of each student,…

It’s A Matter of Principles 3 and 4: Learning Needs to be Relevant and Problem-Centered

Adults are practical, even when it comes to learning. To engage them, ensure your instruction is both relevant and problem-centered.

It’s a Matter of Principle 2: Mistakes ARE Good!

two women and a man looking at computer

Adult learners bring a wealth of experience – including mistakes – to any learning experience. Learn how to harness their experience and errors in designing instruction.