Training and Instructional Design Introduction to Training and Adult Learning Unit 1b This material (Comp20_Unit1b) 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 1U24OC

Lecture Objectives 2 1.Define the levels of learning per Bloom’s Taxonomic Domains Cognitive, Affective, Psychomotor 2.Describe the characteristics of adult learners and factors that impact training design and learning outcomes Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1b

Consider… 3 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1b What is learning? What is unique about adult learners? What are good strategies for helping adults learn? What makes a good lesson plan?

Before we begin… 4 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1b Consider a recent POSITIVE learning experience you had What made it POSITIVE?

Before we begin… 5 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1b Consider a recent NEGATIVE learning experience you had What made it NEGATIVE?

Learning occurs… As a result of the student engaging in an activity 6 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1b

What Makes Adult Students Different? 7 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1b Want to be actively involvedReal-World” experiences & expertise Receptive to learning specific principles, rather than broad, overall theories Quick application of specifically-learned principlesRelevant to problem-solving needsBusy lives, many responsibilities with limited timeChoose to participate or not

ALSO Consider Adults: 8 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1b Can be resistant to changeFear failureCan be Student and TrainerAdopt different learning styles

Andragogy 9 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1b “The art and science of teaching adults” Malcolm Knowles (1988)

Knowles’ Principles of Adult Learning 10 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1b 4. Problem-based learning is more effective than content- based learning 3. The material must be relevant 2. Adults learn experientially based on positive and negative experiences 1. Adults must be partners in their own educational plans and evaluations

Adults Are: Pressed for Time 11 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1b JobsFamily Community

Goal Oriented 12 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1b Bring previous knowledge and experience Interested in aspect of the course content that interest them Different people have different motivation levels

Need to Know Adults need to know the reason for learning something new 13 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1b

Foundation and Experience Experience provides basis for learning 14 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1b

Involvement 15 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1b Personal responsibility Involvement in planning & evaluation

Readiness 16 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1b Immediate Relevance Work Related Personal goals linked to personal interest, career

Task Orientation 17 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1b Problem driven not just memorization

Motivation 18 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1b Adults respond better to internal versus external motivators

The Clinical Workforce is Diverse Culture, religion, ethnicity, language, disabilities Expectations about work and career Age: Baby Boomers to NetGen (Net Generation) Information and technology literacy Education and experience 19 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1b

20 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1b Visual Learners Auditory Learners Kinesthetic Learners A student’s preference to method of learning can vary: Learning style inventory websites: c/ILSpage.htmlLearners Different Learning Styles

Bloom’s Taxonomy 21 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1b

Three Domains in Bloom's Taxonomy 22 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1b AffectiveCognitivePsychomotor

Affective A person’s attitudes and emotions 23 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1b

Cognitive 24 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1b KnowledgeComprehensiveApplication AnalysisSynthesisEvaluation

Hierarchy of Cognitive and Affective Learning Outcomes 25 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1b

Psychomotor: The physical ability to manipulate a tool or instrument Zimmerman, John. (2010). Dental patient (color-photo). Columbia University College of Dental Medicine, New York, NY. 26 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1b

KSAs 27 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1b Knowledge, Skills, Attitudes The attributes required to perform a job and are generally demonstrated through qualifying service, education, or training

KSA’s 28 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1b KSA Knowledge Skills Attitudes BLOOM’S Cognitive Psychomotor Affective

Conclusions 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 29 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1b

References Kidd J R. How Adults Learn. New York, NY: Association Press, Knowles M. The adult learner: A neglected species 3rd ed. Houston, TX: Gulf Publishing Company; Knox AB. Adult development and learning. San Francisco, CA: Jossey-Bass, Inc.; Clark DR. Bloom’s Taxonomy [monograph on the Internet]. Big Dog & Little Dog’s Performance Juxtaposition; c2004 [cited 2010 Jun 21. Available from: Zimmerman, John. (2010). Dental patient (color-photo). Columbia University College of Dental Medicine, New York, NY. 30 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Unit 1b