4 Elementos para enseñar a adultos

8/19/2019 4 Elementos para enseñar a adultos

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SHIFT's eLearning Blog

4 Elements to Effective Adult Learning, Accordingto NeurosciencePosted by Karla Gutierrez on Tue, Dec 01, 2015 @ 11:37 AM

Adult Learning or Andragogy highlights that adult learners are

fundamentally different in their methods of learning in comparison

with children. As an L&D professional, you need to understand these

differences and figure out the best methods that can be employed to

meet the adult learning needs.

With adult learners, you will encounter different types of

expectations, demands, and challenges. The key is to accommodate

to these needs and work in a manner that is most effective and

engaging for them. Understanding human psychology and brain

science can help in this regard.

While there are multiple methodologies to make this happen, there is

a model proposed by Lila Davachi, Associate Professor of Psychology

at New York University that is known to be very effective. Known as

AGES (Attention-Generation-Emotion-Spacing), this model highlights

four key elements that are essential for effective adult learning. Let us

go through the four elements in detail now.

http://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowleshttps://twitter.com/intent/tweet?original_referer=http%3A%2F%2Finfo.shiftelearning.com%2Fblog%2Feffective-adult-learning-neuroscience%3Futm_source%3Dhs_email%26utm_medium%3Demail%26utm_content%3D24347496%26_hsenc%3Dp2ANqtz-9ZwHbH7KjkrO_aVjpcDXB96Ocijp4qVEC5MWYoJbuV2bDIhbOx6TsNk61lEElvOGqUTVauFNbl0FBwGoaERBhOJIUBboQ-jbYE9y7ocmpu2BGZVMo%26_hsmi%3D24347496&ref_src=twsrc%5Etfw&text=4%20Elements%20to%20Effective%20Adult%20Learning%2C%20According%20to%20Neuroscience&tw_p=tweetbutton&url=http%3A%2F%2Finfo.shiftelearning.com%2Fblog%2Feffective-adult-learning-neurosciencehttp://info.shiftelearning.com/blog/author/karla-gutierrezhttp://info.shiftelearning.com/blog/effective-adult-learning-neurosciencehttp://info.shiftelearning.com/blog/effective-adult-learning-neurosciencehttp://info.shiftelearning.com/blog/effective-adult-learning-neurosciencehttp://www.pageuppeople.com/wp-content/uploads/2012/06/Neuroscience-of-Learning-and-Development1.pdfhttp://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowleshttp://www.pinterest.com/pin/create/button/?url=http://info.shiftelearning.com/blog/effective-adult-learning-neuroscience&media=http://cdn2.hubspot.net/hubfs/159642/B1_4-Elements-to-Effective-Adult-Learning-According-to-Neuroscience---.pnghttp://info.shiftelearning.com/blog/author/karla-gutierrezhttp://info.shiftelearning.com/blog/effective-adult-learning-neurosciencehttps://twitter.com/intent/tweet?original_referer=http%3A%2F%2Finfo.shiftelearning.com%2Fblog%2Feffective-adult-learning-neuroscience%3Futm_source%3Dhs_email%26utm_medium%3Demail%26utm_content%3D24347496%26_hsenc%3Dp2ANqtz-9ZwHbH7KjkrO_aVjpcDXB96Ocijp4qVEC5MWYoJbuV2bDIhbOx6TsNk61lEElvOGqUTVauFNbl0FBwGoaERBhOJIUBboQ-jbYE9y7ocmpu2BGZVMo%26_hsmi%3D24347496&ref_src=twsrc%5Etfw&text=4%20Elements%20to%20Effective%20Adult%20Learning%2C%20According%20to%20Neuroscience&tw_p=tweetbutton&url=http%3A%2F%2Finfo.shiftelearning.com%2Fblog%2Feffective-adult-learning-neuroscience


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1) Attention

"Learning that happens while multitasking cannot be generalized—

and does not result in understanding or the ability to recall when

needed." --The Maritz Institute

The first and foremost step in any learning is to gain the attention of

the learner. While a little distraction is good in some situations, during

learning, it is important that the learner is single-mindedly focused.

This is especially true when a person is trying to learn something new.

Research has revealed that though it is physically possible to

multitask, the efficiency and effectiveness or the time taken to

complete a task gets impacted negatively during multitasking.

In fact, Edward Hallowell, MD, Director of the Hallowell Center for

Cognitive and Emotional Health has reiterated that true multitasking

is only but a myth. Though we are inclined to believe that we are

doing multiple things at the same time, it is nothing but a

misconception. This is because the cerebral cortex in the brain can

focus on only one thing at a time. What happens is that the mind

shifts from one thing to the other very quickly and in the process, the

effectiveness of both is lost.

http://www.webmd.com/mental-health/features/why-multitasking-isnt-efficienthttp://info.shiftelearning.com/blog/the-most-basic-things-elearning-professionals-need-to-know-about-learning


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The importance of managing the attention of learners effectively

cannot thus, be undermined. Keeping this in mind, you need to design

eLearning courses that capitalize on the way brain science works.

Read: The Science of Attention (And Why eLearning

Professionals Should Care)

2) Generation

"Self‑directed learning is more in tune with our natural processes of

psychological development." --- Malcolm Knowles

Once you have managed to gain the attention of a learner for aparticular task, an idea is generated in the working memory. However,

the important thing now is to decide how to maximize the likelihood

of these memories forming. Research has proved that repetition has a

limited impact on creating learning that lasts, unlike popular

assumption. By repeating something for ten times, you are not

necessarily creating the desired learning impact.

Adult learning is totally different from the way children learn. While

children learn from their surroundings without being choosy, adults

learn in a more selective manner. Adults tend to capitalize on what

they already know and build upon it. They take responsibility of what

they need to and want to learn which is why self- directed learning is a

hit with adults. Self- directed learning allows the learners to control

what they learn and to an extent, how they learn. It provides a

foundation for transformative learning. With this learning method,

they use critical thinking to challenge and question what they have

learned earlier and thereby, form conclusions on what they learn.

Now, why and how is this more effective? The brain depends on

experiences, both individual and social for its growth. Whenever the

human brain is actively involved in the learning, it is more effective

and efficient.

Read: Self-Directed Learning: A Key Component of

Adult Learning Theory

http://www.bpastudies.org/bpastudies/article/view/38/78http://info.shiftelearning.com/blog/what-motivates-adult-learnershttp://info.shiftelearning.com/blog/bid/349806/The-Science-of-Attention-And-Why-eLearning-Professionals-Should-Care


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3) Emotion

"The role of emotions is critical in adult learning as they are closely

linked with the construction of meaning and knowledge." --- Dirkx,

2001; Shuck et al., 2007

It is a well-known fact that emotion and memory are interlinked.

Research has shown that emotionally active events form a place in

our memory for a longer span of time than the events that are slightly

on the neutral side.

Emotions create memories – both negative and positive. Each time

you get an emotional cue, neurons get activated in the brain andremind you of things associated with that particular emotion.

It is quite obvious by now that there is more to an effective eLearning

course than just looking modern, attractive and functioning well. Your

eLearning courses should spark the right emotions in the learner to

aid the learning process. If we can connect with learners from the

outset – establishing the need for a particular eLearning course,

taking them through the course and also, connecting post learning,

and then the desired result can be achieved. Not only will you have

more rates of completion but also would have enabled a good

learning experience.

Read: Improve Learner Engagement by Using Plutchik's Wheel of

Emotions

4) Spacing

"Repeating the information over a longer interval — say a few days or

a week later, rather than in rapid succession — sends a stronger

signal to the brain that it needs to retain the information." --- Tara

Parker-Pope, NYTimes Article

If you expect the learners to go through 40 slides of content in an

eLearning course or sit through a classroom session for eight long

http://shiftelearning.com/http://well.blogs.nytimes.com/2014/10/06/better-ways-to-learn/?_r=0http://info.shiftelearning.com/blog/using-plutchiks-emotion-wheel-elearning


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hours with just lunch and refreshment breaks, you are definitely not

giving them the scope to learn. The human brain has limited cognitive

power, and overloading information isn’t every going to ensure

learning. As eLearning designers, it is important that you realize this

and design courses that keep this in mind.

Hermann Ebbinghaus, a German psychologist, came up with a theory

called the Forgetting Curve. It refers to the period just after learning

has taken place when we start to forget what we have

learned. According to the findings, we tend to forget almost 50-80

percent of all new information we have learned within a few days

after the learning event has occurred. But we tend to recall more and

forget less when the learning is spaced across time and repeated

during the teaching session. According to these same findings,

learning using the spaced repetition method, improves long-term

retention by 200 percent.

Learning designers should hence, design learning programs that

space the reiteration of content delivered to the learners. When you

distribute the learning in spaced stages, it ensures long-term memory,

thus making the learning effective and more impactful.

Read: Comparing Typical (Crammed) Learning vs. Spaced Learning

REFERENCES:

THE NEUROSCIENCE OF LEARNING & DEVELOPMENT PAGEUP PEOPLE

WHITE PAPER

Christina Angelaki, Ilias Mavroidis.Communication and Social

http://cta-service-cms2.hubspot.com/ctas/v2/public/cs/c/?cta_guid=42937f12-0735-4b87-b43d-6eda36466944&placement_guid=ab9125e1-420f-4bac-931f-f604023e704a&portal_id=159642&redirect_url=APefjpGXWBbmYN8-8pkzYVcZoWTNS91g70ZRRlQBMSlS9fQFGZqQVcD33txSmrSw57WzetPR1_waeKP3VUQvK1L75QuNDmxf6Xd-keL4paOCQxin4g--MSmIMbuv0cox7mKBx-WPzxZOqIw1lH2es_1SxejmjSfoODP2UtsFOxe4janfo1GKvx4&hsutk=&canon=http%3A%2F%2Finfo.shiftelearning.com%2Fblog%2Feffective-adult-learning-neuroscience&__hstc=5681644.318c28dc16e59c37d64bbe29f675f869.1449667305846.1449667305846.1449667305846.1&__hssc=5681644.1.1449667305972&__hsfp=2774905997http://info.shiftelearning.com/blog/comparing-typical-crammed-learning-and-spaced-learninghttp://www.learneverywhere.com/assets/130116-White_Paper.pdfhttp://willthalheimer.typepad.com/files/how-much-do-people-forget-v12-14-2010-2.pdf


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Presence: The Impact on Adult Learners’ Emotions in Distance

Learning

The Science Behind The Learning Process, CLOMEDIA (accessed

November 01, 2015).

Topics: adult learning, brain-based learning

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4 Elementos para enseñar a adultos

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