FAQs

How does adult learning differ from other types?

Although most theorists believe that the learning process continues throughout one’s lifetime, the following characteristics, as identified by Malcolm Knowles (adult learning pioneer) are specific to an adult learner:

  • Adults are autonomous and self-directed. They need to be free to direct themselves. Their teachers must actively involve adult participants in the learning process and serve as facilitators for them. Specifically, they must get participants' perspectives about what topics to cover and let them work on projects that reflect their interests. They should allow the participants to assume responsibility for presentations and group leadership. They have to be sure to act as facilitators, guiding participants to their own knowledge rather than supplying them with facts. Finally, they must show participants how the class will help them reach their goals (e.g., via a personal goals sheet).
  • Adults have accumulated a foundation of life experiences and knowledge that may include work-related activities, family responsibilities, and previous education. They need to connect learning to this knowledge/experience base. To help them do so, they should draw out participants' experience and knowledge which is relevant to the topic. They must relate theories and concepts to the participants and recognize the value of experience in learning.
  • Adults are goal-oriented. Upon enrolling in a course, they usually know what goal they want to attain. They, therefore, appreciate an educational program that is organized and has clearly defined elements. Instructors must show participants how this class will help them attain their goals. This classification of goals and course objectives must be done early in the course.
  • Adults are relevancy-oriented. They must see a reason for learning something. Learning has to be applicable to their work or other responsibilities to be of value to them. Therefore, instructors must identify objectives for adult participants before the course begins. This means, also, that theories and concepts must be related to a setting familiar to participants. This need can be fulfilled by letting participants choose projects that reflect their own interests.
  • Adults are practical, focusing on the aspects of a lesson most useful to them in their work. They may not be interested in knowledge for its own sake. Instructors must tell participants explicitly how the lesson will be useful to them on the job.
  • As do all learners, adults need to be shown respect. Instructors must acknowledge the wealth of experiences that adult participants bring to the classroom. These adults should be treated as equals in experience and knowledge and allowed to voice their opinions freely in class.

We at Darnall Training Solutions are trained, dedicated, and committed to motivating and training the adult learner. Contact us for more info.

 

 

What are some of the recent trends in learning?

Organizations, both small and large, know that in order to succeed in today’s environment dissemination of training needs to be consistent, constant, and timely. The Internet, wireless capability, and use of broadband cable have allowed individuals and institutions to access information at home, at work, or virtually anywhere. As technology evolves it’s allowing teaching and learning to take place outside the traditional institution and workplace-based venues. Specifically it’s led to new approaches and hybrid forms of learning and delivering content. Some of these include:

  • A shift from education and training to knowledge management and knowledge management systems.
  • Blended learning.
  • Synchronous and asynchronous web-based training.

Please contact the offices of Darnall Training Solutions for further discussions on the impact of technology in adult learning.

 

What is “blended” learning?

Blended learning is the combination of different learning modalities such as technology (high-tech, such as television and the Internet or low-tech, such as voice mail or conference calls) combined with traditional (or, stand-up) education or training.

Please contact the offices of Darnall Training Solutions for further information on workshops we offer to assist organizations on how to blend their modalities and media selection.

 

Where does traditional training stand in today’s environment?

It is our belief that the most effective technology based delivery model is one that incorporates a heavy human component that includes trainers, subject matter experts, mentors, and colleagues.

From “traditional classroom training” to “technology based learning”, Darnall Training Solutions would like to address your specific needs. Please call us for additional information.

 

What is Section 508 compliancy?

In 1998, Congress amended the Rehabilitation Act to require Federal agencies to make their electronic and information technology accessible to people with disabilities. Inaccessible technology interferes with an individual's ability to obtain and use information quickly and easily. Section 508 was enacted to eliminate barriers in information technology, to make available new opportunities for people with disabilities, and to encourage development of technologies that will help achieve these goals. The law applies to all Federal agencies when they develop, procure, maintain, or use electronic and information technology. Under Section 508 (29 U.S.C. ‘ 794d), agencies must give disabled employees and members of the public access to information that is comparable to the access available to others.

Darnall Training Solutions is proud to partner with the premier Section 508 Compliancy experts, TecAccess. Please contact us to see how we can help your organization implement this important law.

 

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