In this paper, we have addressed the process of learning using information-processing theory and described some key principles of adult learning. We have also applied that information to the development and implementation of a course or lesson. Some of the keys points to remember are:

  • The job of the instructor is to help students attend to important information and then organize and encode it so that it can be stored in the long-term memory and retrieved when it is needed. This includes retrieving what students already know (prerequisites) and combining it with what is to be learned.
  • Adults learn best when they are active, engaged in problem solving, working with others, and bringing their experiences to bear on the learning.
  • Advance organizers, practice and feedback, and situation-based testing can all be used successfully to promote learning with adults.
  • Online, face-to-face, and hybrid delivery are all options when presenting instruction. Regardless of the delivery methodology, all courses must use a systematic planning process when you are designing them.
  • Develop your PP presentation with an eye toward adult students and I-P learning theory. Use slides that promote student curiosity, require students to solve problems, and provide simulated, real-life situations.

Sources

This document is part of the Solar Energy Education and Training Best Practices document series.  Other resources available online are referenced throughout this document with web-addresses and hyperlinks. Text-only resources are listed below.

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K., 2010. How learning works: Seven Research-Based Principles for Smart Teaching. San Francisco: Jossey-Bass.

 

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