EdTech207
Learning with Technology in Maine
Category: instructional design
“I Don’t Care About My Grades – I Want A Job that’s More Satisfying!”: Adult Motivation for Learning is More Intrinsic than Extrinsic
Most adult learners will be more motivated to learn if doing so means an internal or intrinsic need is being met. Discover how to appeal to those internal motivators in designing your instruction.
“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
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
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
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.
