Training and Instructional Design Introduction to Training and Adult Learning Lecture b 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

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

Consider… 3 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 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 Lecture b 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 Lecture b 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 Lecture b

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 Lecture b 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 Lecture b 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 Lecture b “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 Lecture b 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 Lecture b JobsFamily Community

Goal Oriented 12 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 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 Lecture b

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 Lecture b

Involvement 15 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 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 Lecture b 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 Lecture b 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 Lecture b 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 Lecture b

Different Learning Styles 20 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b A student’s preference to method of learning can vary: Learning style inventory websites: c/ILSpage.html L earnershttp://www4.ncsu.edu/unity/lockers/users/f/felder/publi c/ILSpage.html Visual Learners Auditory Learners Kinesthetic Learners

Bloom’s Taxonomy Bloom, B.S. (1956) 21 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b

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 Lecture b 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 Lecture b

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

Hierarchy of Cognitive and Affective Learning Outcomes Bloom, B.S. (1956). 25 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b

Psychomotor: The physical ability to manipulate a tool or instrument Zimmerman, J. (2010). 26 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b

KSAs 27 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b 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 Lecture b KSA Knowledge Skills Attitudes BLOOM’S Cognitive Psychomotor Affective

Introduction to Training and Adult Learning Summary – Lecture b 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 Lecture b

Introduction to Training and Adult Learning References – Lecture b References 1.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.; Retrieved on October 3rd, 2010 from 4.Clark DR. Bloom’s Taxonomy [monograph on the Internet]. Big Dog & Little Dog’s Performance Juxtaposition; c2004 [cited 2010 Jun 21. Available from: 5.Retrieve on October 3rd, 2010 from 6.Retrieve on October 3rd, 2010 from Images Slide 26: Zimmerman, John. (2010). Dental patient (color-photo). Columbia University College of Dental Medicine, New York, NY. Slide 21: Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: the classification of educational goals; Handbook I: Cognitive Domain New York, Longmans, Green. Slide 25: Slide 25: Retrieved on June 10, 2010 from (picture in public domain ( 30 Health IT Workforce Curriculum Version 3.0/Spring 2012 Training and Instructional Design Introduction to Training and Adult Learning Lecture b