Training and Instructional Design

1. Training and Instructional Design Unit 1: 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 1U24OC000003. This material was updated by Columbia University under Award Number 90WT0004. This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/4.0/.

2. Introduction to Training and Adult Learning Learning Objectives • Objective 1: Describe what training is • Objective 2: Describe what trainers do • Objective 3: Define the levels of learning per Bloom’s Taxonomic Domains • Objective 4: Describe the characteristics of adult learners and factors that impact training design and learning outcomes • Objective 5: Describe the three basic steps of the training cycle • Objective 6: Describe the five phases of the ADDIE model of instructional design

3. Consider… • What is learning? • What is unique about adult learners? • What are good strategies for helping adults learn? • What makes a good lesson plan?

4. Before we begin… 1.8 Figure (Hall, M.V. and Zimmerman, J., 2012).

5. Before we begin… (Cont’d - 1) 1.9 Figure (Hall, M.V. and Zimmerman, J., 2012).

6. What makes adult students different? • Want to be actively involved • “Real – world” experiences and expertise • Receptive to learning specific principles, rather than broad, overall theories • Quick application of specifically learned principles • Relevant to problem – solving needs • Busy lives, many responsibilities with limited time • Choose to participate or not

7. Also consider that adults: • Can be resistant to change • Fear failure • Can be both student and teacher • Adopt different learning styles

8. Andragogy • “The art and science of teaching adults” • Malcolm Knowles (1988)

9. Knowles’ principles of adult learning 1.10 Figure (Hall, M.V. and Zimmerman, J., 2012).

10. Characteristics of adult learners • Pressed for time • Jobs • Family • Community • Need to know the reason for learning something new • Foundation and experience • Experience provides basis for learning

11. Adults are goal-oriented 1.11 Figure (Hall, M.V. and Zimmerman, J., 2012).

12. Involvement 1.12 Figure (Hall, M.V. and Zimmerman, J., 2012).

13. Readiness 1.13 Figure (Hall, M.V. and Zimmerman, J., 2012).

14. Task orientation and motivation • Problem – driven, not just memorization • Adults respond better to internal versus external motivators

15. 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

16. Different learning styles • A student’s preference to learning method can vary • Learning style inventory websites: • http://www.learning-styles-online.com/ • http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html 1.14 Figure (Hall, M.V. and Zimmerman, J., 2012).

17. Bloom’s taxonomy 1.15 Figure (Bloom, 1956).

18. Three domains in Bloom’s taxonomy • Affective • Cognitive • Psychomotor

19. Affective and cognitive domains • Affective • A person’s attitudes and emotions • Cognitive • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation

20. Hierarchy of cognitive and affective learning outcomes 1.16 Figure (Bloom, 1956).

21. Psychomotor: the physical ability to manipulate a tool or instrument 1.17 Figure (Zimmerman, 2010).

22. Knowledge, skills, attitudes (KSAs) • The attributes required to perform a job and are generally demonstrated through qualifying service, education, or training

23. KSAs • KSA • Knowledge • Skills • Attitudes • Bloom’s • Cognitive • Psychomotor • Affective

24. Unit 1: 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

25. Introduction to Training and Adult Learning References, Lecture b References: Clark DR. Bloom’s Taxonomy [monograph on the Internet]. Big Dog & Little Dog’s Performance Juxtaposition; c2004 [cited 2010 Jun 21. Available from: http://www.nwlink.com/~donclark/hrd/sat.html Knowles M. The adult learner: A neglected species 3rd ed. Houston, TX: Gulf Publishing Company; 1984. Knox AB. Adult development and learning. San Francisco, CA: Jossey-Bass, Inc.; 1977. Retrieved on October 3rd, 2010 from http://en.wikibooks.org/wiki/Learning_Theories/Adult_Learning_Theories Retrieved on October 3rd, 2010 from http://www.learning-styles-online.com/ Retrieved on October 3rd, 2010 from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html

26. Introduction to Training and Adult Learning References, Lecture b (Cont’d – 1) Charts, Tables, Figures: Figure 1.8: Hall, M.V. and Zimmerman, J., 2012 Figure 1.9: Hall, M.V. and Zimmerman, J., 2012 Figure 1.10: Hall, M.V. and Zimmerman, J., 2012 Figure 1.11: Hall, M.V. and Zimmerman, J., 2012 Figure 1.12: Hall, M.V. and Zimmerman, J., 2012 Figure 1.13: Hall, M.V. and Zimmerman, J., 2012 Figure 1.14: Hall, M.V. and Zimmerman, J., 2012 Figure 1.15: 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. Figure 1.16: Retrieved on June 10, 2010 from (picture in public domain)http://en.wikipedia.org/wiki/File:BloomsCognitiveDomain.svg) Figure 1.17: Zimmerman, John. (2010). Dental patient (color-photo). Columbia University College of Dental Medicine, New York, NY.

27. Unit 1: Introduction to Training and Adult Learning, Lecture b This material (Comp 20 Unit 1b) 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 IU24OC000013. This material was updated in 2016 by Columbia University under Award Number 90WT0005.