The Doorway to Professional Learning Communities
After receiving a MS in Instructional Design and Technology, I hope to become an Instructional Specialist with the Federal Government, in which I ‘m currently employed as a Human Resources Assistant. An instructional specialist in my organization works with different program areas to develop training curriculum that will better serve their area. The most challenging factor of becoming an Instructional Specialist for the government is being able to develop a program that is engaging to adults. How can you entice adults into taking additional training, and persuading them that this training would be beneficial to their career? I have discovered blogs about Instructional Design and Adult Learning that I found very helpful in my quest for understanding how my future role can better serve government employees.
In this blog, the author introduced the term andragogy, which Malcolm Knowles coined to explain the art and science of how adults learn. Knowles developed core principles of adult learning that will help an instructional designer better understand adult learners, and better create and facilitate training. The core principles are:
- Time Orientation
When taken into consideration, I believe each principle can help an instructional designer reach the adult student and yield great results in knowledge retention and participation. The core principles can be used as a blue print creating training.
Applying Instructional Techniques to Connect With Learners
In this blog, the author relates his personal experience of traveling to Bali with his career as a facilitator. He explained how the people of Bali are very interested in getting to know others and making a connection. The author believes that connecting with learners is extremely important in this field because it better assist the facilitator with knowing what the student needs from them. In addition, the author believes this connection fosters more participation.
I believe connecting to your students or organization is key in instructional design. You need to know how to serve the people with which you are working. You need to know the culture of the organization, how the people learn, and what they want/need to learn.
Brain-friendly first impressions can get your learning event off to a good start
This blog combines information on the brain, how it relates to learning, and how it affects students and facilitators. The author explains how different emotions, such as anxiety and fear, can hinder learning. It was stated that it can take only seven seconds for the brain to evaluate whether a situation may or may not be rewarding; and this fear can block certain parts of the brain that are necessary for learning. This blog divulges more on how the facilitator emotions can affect successful learning; and give tips to on how the facilitator can use these emotions to create a successful learning environment.
This blog was very interesting of how psychological factors of both the learner and the facilitator play a role in the learning process. I consider psychological parts of the brain to be passive and the learning parts to be active; and it is wise for any instructional design specialist to have knowledge about both.