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How Adults Learn
                                      Brett Dillon
                           RESNET Conference 2011, Orlando FL


                            Quality    Passion    Knowledge



Wednesday, March 2, 2011
Environment



                                  Cognitive Load



                                               Stress



                                                        Storytelling


Wednesday, March 2, 2011
Environment
                   •       Daylighting           •   Noise

                   •       Snacks                •   Trainer’s attitude

                   •       Beverages             •   Student motivation

                   •       Comfort               •   Room colors

                   •       Neighbors             •   Room size

                   •       Un-natural lighting   •   Distractions




Wednesday, March 2, 2011
Wednesday, March 2, 2011
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 attention




Wednesday, March 2, 2011
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
                                                         steps




Wednesday, March 2, 2011
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 memory




Wednesday, March 2, 2011
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 readers




Wednesday, March 2, 2011
Stress Management

                           • Brain chemistry
                              • Amygdala
                              • Acute vs Chronic
                              • Contagious emotions


Wednesday, March 2, 2011
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
Stress
                   •       Perception
                   •       Competent judgment
                            •   cue sampling
                            •   vigilance
                            •   WM capacity
                            •   closure
                            •   task




Wednesday, March 2, 2011
Stress
                   • Related to information
                      • unclear
                      • faulty
                      • incomplete



Wednesday, March 2, 2011
Stress
     • Narrows focus
        • discards non-
                       essentials
                • blinds
     • Intuition vs Rational



Wednesday, March 2, 2011
Storytelling

                   • Incongruity + Absurdity
                   • Slurring the point
                   • Dropping a studied remark
                   • the Pause



Wednesday, March 2, 2011
Wednesday, March 2, 2011
Wednesday, March 2, 2011
Wednesday, March 2, 2011
Teach Them to Think
              Intellectual   Applied to   Elements of Reason
               Standards




                                                     Develop
                                           Intellectual Traits



Wednesday, March 2, 2011
Brett Dillon
                            www.ibsadvisorsllc.com
                               @thebrettdillon
                               @ibsadvisorsllc
                           info@ibsadvisorsllc.com
                                210-448-1106




Wednesday, March 2, 2011

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How Adults Learn

  • 1. How Adults Learn Brett Dillon RESNET Conference 2011, Orlando FL Quality Passion Knowledge Wednesday, March 2, 2011
  • 2. Environment Cognitive Load Stress Storytelling Wednesday, March 2, 2011
  • 3. Environment • Daylighting • Noise • Snacks • Trainer’s attitude • Beverages • Student motivation • Comfort • Room colors • Neighbors • Room size • Un-natural lighting • Distractions Wednesday, March 2, 2011
  • 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 attention Wednesday, March 2, 2011
  • 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 steps Wednesday, March 2, 2011
  • 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 memory Wednesday, March 2, 2011
  • 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 readers Wednesday, March 2, 2011
  • 9. Stress Management • Brain chemistry • Amygdala • Acute vs Chronic • Contagious emotions Wednesday, March 2, 2011
  • 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. Stress • Perception • Competent judgment • cue sampling • vigilance • WM capacity • closure • task Wednesday, March 2, 2011
  • 12. Stress • Related to information • unclear • faulty • incomplete Wednesday, March 2, 2011
  • 13. Stress • Narrows focus • discards non- essentials • blinds • Intuition vs Rational Wednesday, March 2, 2011
  • 14. Storytelling • Incongruity + Absurdity • Slurring the point • Dropping a studied remark • the Pause Wednesday, March 2, 2011
  • 18. Teach Them to Think Intellectual Applied to Elements of Reason Standards Develop Intellectual Traits Wednesday, March 2, 2011
  • 19. Brett Dillon www.ibsadvisorsllc.com @thebrettdillon @ibsadvisorsllc info@ibsadvisorsllc.com 210-448-1106 Wednesday, March 2, 2011