How Adults Learn                                      Brett Dillon                           RESNET Conference 2011, Orlan...
Environment                                  Cognitive Load                                               Stress          ...
Environment                   •       Daylighting           •   Noise                   •       Snacks                •   ...
Wednesday, March 2, 2011
Cognitive Load                   1.      Use diagrams to optimize      4.   Explain diagrams with                         ...
Cognitive Load                   7.      Pare content down to      11. Design performance                           essent...
Cognitive Load                   14.     Consider risk of             17.   Use completion                           cogni...
Cognitive Load                   20.     Use diverse worked examples      25.   Avoid interrupting reading of             ...
Stress Management                           • Brain chemistry                              • Amygdala                     ...
Stress Defined                   • Stress is a process by which certain                           work demands evoke an ap...
Stress                   •       Perception                   •       Competent judgment                            •   cu...
Stress                   • Related to information                      • unclear                      • faulty            ...
Stress     • Narrows focus        • discards non-                       essentials                • blinds     • Intuition...
Storytelling                   • Incongruity + Absurdity                   • Slurring the point                   • Droppi...
Wednesday, March 2, 2011
Wednesday, March 2, 2011
Wednesday, March 2, 2011
Teach Them to Think              Intellectual   Applied to   Elements of Reason               Standards                   ...
Brett Dillon                            www.ibsadvisorsllc.com                               @thebrettdillon              ...
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How Adults Learn

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Transcript of "How Adults Learn"

  1. 1. How Adults Learn Brett Dillon RESNET Conference 2011, Orlando FL Quality Passion KnowledgeWednesday, March 2, 2011
  2. 2. Environment Cognitive Load Stress StorytellingWednesday, March 2, 2011
  3. 3. Environment • Daylighting • Noise • Snacks • Trainer’s attitude • Beverages • Student motivation • Comfort • Room colors • Neighbors • Room size • Un-natural lighting • DistractionsWednesday, March 2, 2011
  4. 4. Wednesday, March 2, 2011
  5. 5. Cognitive Load 1. Use diagrams to optimize 4. Explain diagrams with performance on tasks words presented through requiring spatial audio narration manipulations 5. Use cues and signals to 2. Use diagrams to promote focus attention to learning of rules involving important visual & textual spatial relationships content 3. Use diagrams to help 6. Integrate explanatory text learners build deeper close to related visuals understanding on pages & screens to avoid split attentionWednesday, March 2, 2011
  6. 6. Cognitive Load 7. Pare content down to 11. Design performance essentials aids by applying working memory management 8. Eliminate extraneous techniques visuals, text & audio 12. Teach system 9. Eliminate redundancy in components before content delivery modes teaching the full process 10. Provide performance 13. Teach supporting aids as external memory knowledge separate supplements from teaching procedure stepsWednesday, March 2, 2011
  7. 7. Cognitive Load 14. Consider risk of 17. Use completion cognitive overload examples to promote before designing whole learning processing task environments 18. Transition from worked 15. Give learners control examples to problem over pacing & manage assignments with working memory when backward fading pacing must be instructionally controlled 19. Display worked examples & completion 16. Replace some practice problems in ways that problems with worked minimize extraneous examples working memoryWednesday, March 2, 2011
  8. 8. Cognitive Load 20. Use diverse worked examples 25. Avoid interrupting reading of to foster transfer of learning low skilled readers 21. Help learners exploit examples 26. Eliminate redundant content through self-explanations for more experienced learners 22. Help learners automate new 27. Transition from worked knowledge & skills examples to problem assignments as learners gain 23. Promote mental rehearsal of expertise complex content after mental models are formed 28. Use directive rather than guided discovery learning 24. Write high coherent texts for designs for novice learners low knowledge readersWednesday, March 2, 2011
  9. 9. Stress Management • Brain chemistry • Amygdala • Acute vs Chronic • Contagious emotionsWednesday, March 2, 2011
  10. 10. Stress Defined • Stress is a process by which certain work demands evoke an appraisal process in which perceived demands exceed resources and result in undesirable physiological, emotional, cognitive and social changes.Wednesday, March 2, 2011
  11. 11. Stress • Perception • Competent judgment • cue sampling • vigilance • WM capacity • closure • taskWednesday, March 2, 2011
  12. 12. Stress • Related to information • unclear • faulty • incompleteWednesday, March 2, 2011
  13. 13. Stress • Narrows focus • discards non- essentials • blinds • Intuition vs RationalWednesday, March 2, 2011
  14. 14. Storytelling • Incongruity + Absurdity • Slurring the point • Dropping a studied remark • the PauseWednesday, March 2, 2011
  15. 15. Wednesday, March 2, 2011
  16. 16. Wednesday, March 2, 2011
  17. 17. Wednesday, March 2, 2011
  18. 18. Teach Them to Think Intellectual Applied to Elements of Reason Standards Develop Intellectual TraitsWednesday, March 2, 2011
  19. 19. Brett Dillon www.ibsadvisorsllc.com @thebrettdillon @ibsadvisorsllc info@ibsadvisorsllc.com 210-448-1106Wednesday, March 2, 2011

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