The document outlines the agenda for a digital technologies in adult education session, including check-ins, discussions of learning theories, key points about using digital technologies for learning, and a breakout activity. The session will cover social learning theories like the Community of Inquiry framework and connectivism. It will also review chapters on designing for attention, the elephant and rider model of the brain, and factors that influence memory encoding and retrieval. Participants are asked to complete readings and share thoughts, try using Trello, and submit blog posts by the end of the week.

1. digitaltechnologies
in adult education
Group A
(6-7:20 pm ET)
Agenda:
• Check-In
• Designing for the Elephant – Goals and
Attention
• Using Digital Technologies for Learning: Key
Points
• Trello Demonstration
• Lesson Planning with BOPPPS Q & A

2. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
CHECK-IN
• How was Lesson 2?
• What did you really think of
the Padlet activity?
• Where are you with the
Lesson 3 readings?
• What questions do you
have?

3. Sensory Mmmmm
… donuts!
Lisa! Stop
that racket!

4. Short-term
Memory

5. Long-term
Memory

6. Stages of Memory
Encoding Storage
Retrieval

7. Let’s Play!
https://kahoot.it/

8. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
USING TECHNOLOGIES FOR LEARNING
Key Points: Chapter 4
• Pay attention to the three levels of memory
• Consistency = GOOD
• Too much consistency = BAD
• Too much variation = BAD
• Pay attention to factors that influence retention
(unusualness, usefulness, familiar format, context,
stress, conditioning, etc…)
• Pay attention to factors that influence recall

9. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
USING TECHNOLOGIES FOR LEARNING
Key Points: Chapter 5
• Talk to the elephant… not just the rider.
• i.e., you need to address the
emotional, not just the conscious
• Attracting attention is not the same as
maintaining attention.
• Social and visual interaction can help gain
and maintain attention.
• Avoid competition and extrinsic rewards,
unless absolutely necessary!
• Intrinsic rewards require autonomy and
choice.

10. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
USING TECHNOLOGIES FOR LEARNING
Key Points: Chapter 6
• Recall and prior knowledge can support
memory encoding and retrieval.
• Don’t just tell:
• Create “friction.”
• Integrate social interaction.
• Show.
• You probably have too much material!
• Start with counter examples.
• Resist the urge to hold their hand!
• Leave them feeling confident and
successful.

11. Community of Inquiry Framework

12. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
BREAKOUT ACTIVITY – PADLET
https://padlet.com/robpower74/cbdxy8g2roj2

14. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
TO DO
• Finish Lesson 3 readings.
• Share your thoughts on the Week 3 readings using Padlet / Forum / Blog.
• Week 3 EdTech Exploration – Try out Trello with your Group for Assignment 3
• Don’t forget… Minimum of 2 Blog posts due by Sunday, May 30th!

15. Break Time!
…back to start the session with Group B at 7:40 pm ET…

16. digitaltechnologies
in adult education
Group B
(7:40-9 pm ET)
Agenda:
• Check-In
• Social Learning Theories:
• CoI
• TDT
• ZPD
• Social-Constructivism & Activity Theory
• Connectivism
• Using Digital Technologies for Learning: Key
Points
• Breakout Activity

17. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
CHECK-IN
• How was Lesson 2?
• What did you really think of
the Padlet activity?
• Where are you with the
Lesson 3 readings?
• What questions do you
have?

18. Sensory Mmmmm
… donuts!
Lisa! Stop
that racket!

19. Short-term
Memory

20. Long-term
Memory

21. Stages of Memory
Encoding Storage
Retrieval

22. Let’s Play!
https://kahoot.it/

23. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
USING TECHNOLOGIES FOR LEARNING
Key Points: Chapter 4
• Pay attention to the three levels of memory
• Consistency = GOOD
• Too much consistency = BAD
• Too much variation = BAD
• Pay attention to factors that influence retention
(unusualness, usefulness, familiar format, context,
stress, conditioning, etc…)
• Pay attention to factors that influence recall

24. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
USING TECHNOLOGIES FOR LEARNING
Key Points: Chapter 5
• Talk to the elephant… not just the rider.
• i.e., you need to address the
emotional, not just the conscious
• Attracting attention is not the same as
maintaining attention.
• Social and visual interaction can help gain
and maintain attention.
• Avoid competition and extrinsic rewards,
unless absolutely necessary!
• Intrinsic rewards require autonomy and
choice.

25. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
USING TECHNOLOGIES FOR LEARNING
Key Points: Chapter 6
• Recall and prior knowledge can support
memory encoding and retrieval.
• Don’t just tell:
• Create “friction.”
• Integrate social interaction.
• Show.
• You probably have too much material!
• Start with counter examples.
• Resist the urge to hold their hand!
• Leave them feeling confident and
successful.

26. Community of Inquiry Framework

27. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
BREAKOUT ACTIVITY (GROUP B) – PADLET
https://padlet.com/robpower74/7x7nmhw5kkqnsi2d

29. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
TO DO
• Finish Lesson 3 readings.
• Share your thoughts on the Week 3 readings using Padlet / Forum / Blog.
• Week 3 EdTech Exploration – Try out Trello with your Group for Assignment 3
• Don’t forget… Minimum of 2 Blog posts due by Sunday, May 30th!