Light the Fire, Don't Fill the Pail: Adult Learning Secrets

Welcome to episode 41 of the Designing with Love podcast, where I cover why understanding Adult Learning Theory is fundamental to creating effective and engaging learning experiences for adult learners.

Ever wondered why some learning experiences resonate deeply with adult learners while others fall flat? The answer lies in understanding how adults learn differently from children – a critical distinction that shapes effective instructional design.

In this illuminating episode, I dive into the fascinating world of adult learning theory and why it matters for anyone creating educational experiences. We explore how adult learning differs fundamentally from pedagogy by emphasizing autonomy, relevance, and real-world problem-solving rather than dependent learning. Adults bring rich experiences to the table and seek learning that serves clear purposes with immediate application.

I break down four cornerstone theories that should inform your design approach: Knowles' Andragogy with its focus on self-direction; Kolb's Experiential Learning cycle; Mezirow's perspective-changing Transformative Learning; and Self-Determination Theory with its emphasis on autonomy, competence, and relatedness. However, theory only matters when applied correctly, which is why I dispel five persistent myths about adult learners that might be undermining your effectiveness.

Whether you're creating corporate training, teaching college courses, or building online content, understanding adult learning theory makes your work exponentially more impactful. Download the reference diagram from this episode and share your own experiences applying these principles in your work. Education isn't about filling pails—it's about lighting fires in the minds of your adult learners.

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Adult Learning Theory Diagram

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Episode Transcript

Speaker 1 (00:01):
Hello and welcome to the Designing with Love podcast.
I am your host, jackiePellegrin, where my goal is to
bring you information, tips andtricks as an instructional
designer.
Hello GCU students, alumni andfellow educators, welcome to
episode 41 of the Designing withLove podcast.

(00:22):
In this episode, I will diveinto the world of adult learning
theory, including why itmatters, how it shapes learning
experiences and what you can doto apply it to your designs.
So why does adult learningtheory matter when you are
designing learning experiencesfor adult learners?
Let me start by providing adefinition of what adult

(00:43):
learning theory is and how itdiffers from pedagogy.
Adult learning theory refers toa framework of principles and
models that explain how adultslearn differently from children.
This theory emphasizespractical application and
drawing on life experiences.
While pedagogy focuses on howchildren learn with more

(01:04):
dependence, adult learningcenters on autonomy, relevance
and real-world problem solving.
Adults want learning that ispurposeful, immediately
applicable and respectful oftheir prior knowledge.
Whether you're creatingcorporate training, teaching
college courses or buildingonline content, understanding

(01:24):
how adults learn makes your workmore effective as an
instructional designer.
All right.
So now that you have a goodunderstanding of what adult
learning theory is and how itdiffers from pedagogy, let's
take a few minutes to review thekey adult learning theories.
Theory number one is Andragogy,developed by Malcolm Knowles.

(01:44):
Some key information about thistheory is adults are
self-directed and goal-oriented.
In addition, learning isproblem-centered, not
content-centered.
An example of this is designingflexible learning paths or
self-paced modules that areeffective and engaging.

(02:05):
Theory number two isexperiential learning, developed
by David Kolb.
Some key information about thistheory is that learning is
through experience, which isconcrete experience, then
reflection, thenconceptualization and finally
experimentation.
Some application examples ofthis is hands-on activities,
simulations and real-world casestudies hands-on activities,

(02:27):
simulations and real-world casestudies.
Theory number three istransformative learning, which
was developed by Jack Mezzaro.
Some key information about thistheory is learning isn't just
about gaining knowledge.
It's about changing the way wesee the world.
An example of this theory isusing reflection journals or
prompts that challengeassumptions.
And finally, theory number fouris self-determination theory,
which was developed by DC andRyan.

(02:49):
Some key information about thistheory is motivation is driven
by autonomy, competence andrelatedness.
One tip for this theory is togive learners choice, build
confidence and connect to theirvalues.
Great.
So now that you have a goodunderstanding of the four key
adult learning theories, I willbriefly cover five common

(03:09):
misconceptions.
Myth number one adults arecompletely self-directed and
don't need support.
What is the reality?
While adults prefer autonomy,they still benefit from
structure, guidance and feedback, especially when learning
something unfamiliar.
Myth number two adult learnersare always motivated and ready

(03:30):
to learn.
What is the reality?
Motivation varies with eachlearner.
Adults are more motivated whenlearning is relevant, timely and
connected to real-life goals.
Without the connection,engagement tends to drop.
Myth number three adults don'tlike group work or collaboration
.
What is the reality?

(03:50):
Many adults value peerinteraction, especially when it
draws on shared experiences orallows for networking.
The key is to make group workactivities meaningful, not busy
work.
One tip for this is to useproblem-solving tasks or
experience sharing rather thanforced grouped activities.
Your adult learners willdefinitely appreciate it.

(04:12):
Myth number four prior knowledgealways helps adult learners.
What is the reality?
Sometimes prior knowledgeincludes misconceptions or
outdated practices.
Adult learning design shouldanticipate this and offer
opportunities to challengelearners or update existing
beliefs.
One tip for this is to usereflection and comparison

(04:33):
activities to surface or realignprior knowledge.
And finally, myth number fiveadult learning is a
one-size-fits-all.
What is the reality?
Adult learners have incrediblydiverse backgrounds, experiences
and goals.
Effective learning designrequires flexibility, cultural
responsiveness andpersonalization where possible.

(04:54):
A tip for this is to provideadaptive content and
choice-based learning paths toyour learners.
So now that you have a goodsense of some common
misconceptions, let's take a fewminutes to review some
practical ways to effectivelydesign learning experiences for
adults.
I will break this down in astep-by-step format which is

(05:14):
easy to follow.
Step number one start with alearner needs assessment Before
designing anything.
Gather information about thelearner's prior experience,
learning goals and expectations,and workplace or real-life
challenges.
Adults want to know whysomething matters and how it

(05:37):
will help them in their dailylife.
To do this, I suggest thefollowing 1.
Use job-relevant scenarios,case studies or simulations.
Number two start lessons withreal-world problems or questions
to help connect the informationto their life.
And finally, number threeprovide tools they can use right
away, such as templates,checklists and job aids.

(05:58):
Step number three encourageself-direction and autonomy.
Give learners a sense ofcontrol by offering choices in
areas such as number one topicsor paths like choose your track.
Number two delivery format,such as videos, reading or audio
.
And number three assessmentoptions like a project quiz or

(06:20):
discussion.
Remember, adults are moreengaged when they feel some
ownership in their learningexperience.
Step number four leverage priorknowledge and experience.
Adult learners bring richexperiences that can deepen
learning if we remember to tapinto it.
To accomplish this, I suggestthe following Number one use
reflection prompts to activateprior knowledge.

(06:42):
Number two includecollaborative opportunities to
share stories or solutions.
And number three designactivities that allow learners
to build on what they alreadyknow.
Step number five make learningproblem-centered, not
content-centered.
Shift from simply deliveringinformation to solving problems.
To accomplish this, make sureto do the following Number one

(07:06):
frame modules around realchallenges or questions.
Number two use project-based ortask-based learning.
And number three includedecision-making or branching
scenarios.
Step number six incorporatereflective practice.
Reflection is key to adultlearning, especially in
transformative learning theory.
Here's a couple of things youcan do to accomplish this Number

(07:30):
one add journals, debriefdiscussions or self-assessment
checklists.
And number two use questions inthe learning like what
surprised you or how might thischange your approach.
Step number seven fostercollaboration and social
learning.
Despite the myth, many adultlearners thrive in social
contexts when it's meaningful.

(07:50):
To accomplish this, you caninclude the following Number one
include peer feedback, groupdiscussions or community-based
projects.
And number two use asynchronousforums or live sessions for
dialogue.
Step number eight supportmotivation with relevance and
feedback.
Use principles from theself-determination theory to

(08:12):
help encourage the followingAutonomy, which is offering
choices.
Competence, which isscaffolding activities and
giving supportive feedback.
And relatedness, which isbuilding a sense of community
and purpose.
And relatedness, which isbuilding a sense of community
and purpose.
Here's a bonus tip Design forflexibility.
This is a bonus tip you canalso use to incorporate your
adult learning experiences whenyou're designing them.

(08:34):
Number one allow for pacingdifferences, such as deadlines
with race periods.
Number two design content indigestible modular chunks.
Think about using microlearning, which works well in this
instance.
And number three, providemobile-friendly on-the-go access
so learners can access thecontent at times and places that

(08:55):
are most convenient for them.
All right, so now that you havea solid framework for how to
effectively design learningexperiences for adults, I will
share a real-world example of mywork as an instructional
designer in higher education.
Here's the scenario A couple ofmonths ago, I collaborated with
a colleague to help plan anddeliver a training session for

(09:16):
employees in the CurriculumDesign and Development
Department about the differenttools available to build
multimedia content for courses.
As we were putting together thecontent, we decided to present
it using one of the tools so thelearners could see it in action
.
This also helped us to chunkthe information so the learners
were not overwhelmed during the50 minute session.

(09:37):
In addition, we built inopportunities for the learners
to practice using the tools,collaborate with their peers and
ask questions throughout thesession to understand how to use
the tools and share ideas.
So here's some reflectivequestions.
As you learn the details of thescenario I just shared, consider
the following reflectivequestions.
Number one what stood out toyou with the scenario I shared?

(10:01):
Number two were there specificadult learning theories or
techniques my colleague and Iemployed for the training
session?
I hope you have found thisinformation about the importance
of understanding adult learningtheory for effective education
helpful as you develop engagingand meaningful learning
experiences for adult learners.
As a recap, we covered whyadult learning theory matters,

(10:25):
some key adult learning theories, several common misconceptions,
how you can apply the adultlearning theories in your
projects and a real-worldexample as a key takeaway.
I would encourage you to assessyour own instructional designs
with adult learning theory inmind.
In addition, as you reflect onwhat you have learned in this
episode, consider the followingwhat's one way you can shift

(10:48):
your content to better supportadult learners?
This week, a reference diagramhas been created that contains
the key details shared in theepisode.
You are welcome to review andreference the resource as needed
.
You are also welcome to visitthe blog site or send me a text
to share your stories of how youhave utilized adult learning
theory in your projects.
As I conclude this episode,here's an inspiring quote from

(11:13):
William Butler Yeats Educationis not the filling of a pail,
but the lighting of a fire.
Thank you for taking some timeto listen to this podcast
episode today.
Your support means the world tome.
If you'd like to help keep thepodcast going, you can share it
with a friend or colleague,leave a heartfelt review or

(11:34):
offer a monetary contribution.
Every act of support, big orsmall, makes a difference and
I'm truly thankful for you.