MOOC Development Training Plan

How Adults Learners Learn

DAY 1 – SESSION 2

Overview:

§ This training session is designed to be 1 hour and 45 minutes long and will cover the 7
principles of adult learning.
§ The session aims to be interactive, engaging, and practical.

Training Outline:

Introduction (10 minutes)

1. Welcome and Objectives (5 minutes)

o Briefly introduce the session and outline the objectives.
o Emphasize the importance of understanding how adults learn.
2. Icebreaker Activity (5 minutes)
o Participants should work in groups – there will be 7 groups (reflecting the principles).
o Each groups must work direct on the flipchart – if not then use walls and sticky notes
to define their understanding and what activity (activities) they do reflecting
principles. Do they agree or not. If not – why ?

Core Content (70 minutes)

1. Principle 1: Relevance and Practicality (10 minutes)

1.1. Explanation of the principle.
1.2. Group discussion on how relevance impacts learning.
1.3. Example scenario and group brainstorming on practical applications.
2. Principle 2: Self-Concept and Self-Directed Learning (10 minutes)
2.1. Explanation of the principle.

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 2.2. Activity: Participants reflect on a time they took control of their learning and share with the
group.
3. Principle 3: Incorporating Learners’ Experiences (10 minutes)
3.1. Explanation of the principle.
3.2. Group activity: Share experiences related to the session topic and discuss how they can be
incorporated into learning.
4. Principle 4: Readiness to Learn (10 minutes)
4.1. Explanation of the principle.
4.2. Group discussion on triggers for readiness to learn.
4.3. Scenario-based activity where participants identify readiness cues.
5. Principle 5: Orientation to Learning (10 minutes)
5.1. Explanation of the principle.
5.2. Group discussion on problem-centered vs. content-centered learning.
5.3. Activity: Identify problems in their professional context and discuss learning strategies to
address them.
6. Principle 6: Motivation to Learn (10 minutes)
6.1. Explanation of the principle.
6.2. Discussion on internal vs. external motivation.
6.3. Activity: Participants identify personal motivators and share with the group.
7. Principle 7: Respect for Learners (10 minutes)
7.1. Explanation of the principle.
7.2. Discussion on creating a respectful learning environment.
7.3. Role-play activity to demonstrate respect in different learning scenarios.

Interactive Discussion and Q&A (15 minutes)

1. Group Reflection (5 minutes)

1.1. Participants share key takeaways from the session.
2. Q&A Session (10 minutes)
2.1. Open floor for questions and discussions.

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Conclusion (10 minutes)

1. Summary of Key Points (5 minutes)

1.1. Summarize the 7 principles of adult learning.
2. Feedback and Next Steps (5 minutes)
2.1. Collect feedback on the session.
2.2. Provide resources for further learning.

Presentation Slides Outline:

1. Title Slide
1.1. Title: How Adults Learner Learn
1.2. Subtitle: Understanding the 7 Principles
1.3. Date and Presenter’s Name
2. Objectives Slide
2.1. Outline the objectives of the training session.
3. Icebreaker Slide
3.1. Instructions for the icebreaker activity.
4. Principle 1: Relevance and Practicality
4.1. Explanation and group discussion prompts.
5. Principle 2: Self-Concept and Self-Directed Learning
5.1. Explanation and reflective activity instructions.
6. Principle 3: Incorporating Learners’ Experiences
6.1. Explanation and group activity details.
7. Principle 4: Readiness to Learn
7.1. Explanation and scenario-based activity instructions.
8. Principle 5: Orientation to Learning
8.1. Explanation and problem-centered learning discussion.
9. Principle 6: Motivation to Learn
9.1. Explanation and motivation identification activity.
10. Principle 7: Respect for Learners

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 10.1. Explanation and role-play activity details.
11. Interactive Discussion Slide
11.1. Instructions for group reflection and Q&A session.
12. Conclusion Slide
Summary of key points and feedback instructions.

Bibliographic Resources
The common principles

Understanding how adult learners learn is crucial for effective teaching and training. Here are some
important points that reflect the learning characteristics of adult learners:

1: Self-Directed Learning

1. Autonomy: Adults prefer to take control of their learning process, setting their own goals and
choosing resources that best fit their needs.
2. Motivation: Internal factors such as personal growth, job satisfaction, and the desire to
improve skills motivate them.

2. Experience-Based Learning

1. Prior Knowledge: Adults bring a wealth of experience to the learning environment, which can
be a valuable resource for themselves and others.
2. Reflection: They learn best when they can relate new information to their existing knowledge
and life experiences.

3. Goal-Oriented Learning

1. Relevance: Adults need to see how what they are learning applies to their personal and
professional lives.
2. Practicality: They prefer learning that is practical and applicable to real-life situations.

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4. Problem-Solving Approach

1. Problem-Centered: Adult learners are more interested in problem-solving than content-

centered learning.
2. Application: They benefit from learning activities that involve solving real-world problems
and case studies.

5. "Readiness to Learn"

1. Life-Stage: When they experience a need to know or do something in their life, adults are
ready to learn.
2. Developmental Tasks: Their social roles and developmental tasks frequently influence how
ready they are to learn.

6. Orientation to Learning

1. Task-Oriented: Adult learners prefer a task- or problem-centered approach to learning rather

than a subject-centered approach.
2. Learning by Doing: They learn best through hands-on activities and practical exercises.

7. Need for Respect

1. Respect and Recognition: We should respect and acknowledge adults for their contributions
and experiences.
2. Collaborative Learning: They prefer a collaborative learning environment that values their
opinions and experiences.

8. Time Management and Flexibility

1. Balancing Responsibilities: Adult learners often have multiple responsibilities, such as work,
family, and community obligations.
2. They benefit from flexible learning schedules and formats, such as online learning and self-
paced courses.

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9. Emotional and Social Learning

1. Support Systems: Social interactions and support systems can enhance learning for adults.
2. Emotional Engagement: Emotional factors such as confidence, anxiety, and motivation play
a significant role in adult learning.

10. Technological Proficiency

1. Digital Literacy: Many adult learners are increasingly comfortable with technology and
benefit from digital learning tools.
2. Blended Learning: Combining traditional and digital learning methods can enhance the
learning experience for adults.

These points highlight the unique characteristics and needs of adult learners, which can inform the
design of effective educational programs and training sessions.

The SEVEN principles

The seven principles of adult learning, often referred to as the principles of andragogy, were
developed by Malcolm Knowles, a prominent figure in the field of adult education. Here are the seven
principles he proposed:

1. Need to Know
1.1. Principle: Adults need to understand the relevance and necessity of what they are learning
before they engage in the learning process.
1.2. Application: Instructors should explain the why behind the learning activities and how they
will benefit the learners in their personal or professional lives.

2. Learner’s Self-Concept
2.1. Principle: Adults have a self-concept of being responsible for their own decisions and for
their own lives. They need to be seen and treated as capable of self-direction.
2.2. Application: Learning experiences should allow adults to take control and responsibility for
their own learning.

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3. Role of Learner’s Experience
3.1. Principle: Adults bring a vast reservoir of experiences to the learning process, which can be
a rich resource for learning.
3.2. Application: Learning activities should tap into the learners’ experiences and knowledge,
allowing them to share and reflect on these experiences.

4. Readiness to Learn
4.1. Principle: Adults become ready to learn when they experience a need to know or do
something to perform more effectively in some aspect of their lives.
4.2. Application: Learning programs should be aligned with the learners' developmental tasks
and social roles, making the content immediately relevant.

5. Orientation to Learning
5.1. Principle: Adults are life-centered (or task-centered or problem-centered) in their
orientation to learning.
5.2. Application: Learning should be organized around real-life tasks and problems rather than
abstract subjects.

6. Motivation
6.1. Principle: While adults respond to external motivators (better jobs, promotions, higher
salaries, etc.), they are mostly driven by internal factors such as self-esteem, recognition,
and quality of life.
6.2. Application: Programs should aim to tap into these intrinsic motivators by making learning
personally fulfilling and rewarding.

7. Relevance
7.1. Principle: Adults need to see the relevance of what they are learning. We must view and treat
them as capable of self-direction.
7.2. Application: Instruction should demonstrate how learning will help adults achieve their
personal and professional objectives.

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Malcolm Knowles' principles of andragogy emphasize the importance of making learning relevant,
engaging, and practical for adult learners, recognizing their need for self-direction. and leveraging
their life experiences in the learning process.

Sources:

Books by Malcolm Knowles

1. Knowles, Malcolm S. (1980). The Modern Practice of Adult Education: From Pedagogy
to Andragogy. Cambridge Books.
o This book is one of Knowles' foundational texts where he contrasts andragogy (the
method and practice of teaching adult learners) with pedagogy (the method and
practice of teaching children). He elaborates on the principles of adult learning and
provides practical applications for educators.
2. Knowles, Malcolm S., Holton III, Elwood F., & Swanson, Richard A. (2015). The Adult
Learner: The Definitive Classic in Adult Education and Human Resource Development
(8th ed.). Routledge.
o This book is a comprehensive guide on adult learning, expanding on Knowles' earlier
work. It covers the theoretical framework of andragogy and includes updates and
contributions from Holton and Swanson, making it a key text for understanding
modern adult education practices.

Articles and Chapters

1. Knowles, Malcolm S. (1973). The Adult Learner: A Neglected Species. In Adult Learning:
Theory and Practice (pp. 114-132). Association Press.
o In this article, Knowles discusses the unique characteristics of adult learners and
the importance of recognizing and addressing these in educational practices. This
work is often cited as introducing the concept of the adult learner as a "neglected
species" in educational theory.
2. Knowles, Malcolm S. (1984). Andragogy in Action: Applying Modern Principles of Adult
Learning. San Francisco: Jossey-Bass.

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 o This book provides practical applications of andragogical principles, offering case
studies and examples of how these principles can be implemented in various
educational settings. It is a follow-up to his earlier theoretical works, focusing on
practical application.

Edited Volumes

1. Knowles, Malcolm S., Holton III, Elwood F., & Swanson, Richard A. (Eds.). (1998). The
Adult Learner: The Definitive Classic in Adult Education and Human Resource
Development. Gulf Publishing Company.
o This edition, while earlier than the 2015 version, still provides a comprehensive look
at adult learning theories, including andragogy. It serves as a cornerstone text for
educators and trainers working with adult learners.

These sources extensively cover the principles of andragogy, discussing the unique needs of adult
learners and providing both theoretical and practical guidance for educators.

Actions for Educators and Trainers

1. Assess Learner Needs and Goals:

1.1. Conduct needs assessments to understand the specific goals, interests, and backgrounds
of adult learners.
1.2. Customize learning experiences to align with their professional and personal objectives.
2. Create a Collaborative Learning Environment:
2.1. Foster a sense of community and encourage collaboration among learners.
2.2. Use group discussions, peer-to-peer learning, and collaborative projects to leverage the
diverse experiences of adult learners.
3. Design Practical and Relevant Learning Experiences:
3.1. Develop curriculum and learning activities that are directly applicable to real-world tasks
and problems.
3.2. Use case studies, simulations, and problem-based learning to make the content relevant
and engaging.

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4. Incorporate Learner Autonomy:
4.1. Provide opportunities for learners to take control of their learning process.
4.2. Offer choices in learning activities, assessment methods, and project topics to enhance
motivation and engagement.
5. Leverage Technology and Flexible Learning Formats:
5.1. Use online learning platforms, mobile apps, and other digital tools to provide flexible
learning options.
5.2. Allow learners to access content at their own pace and according to their schedules.
6. Encourage Reflection and Critical Thinking:
6.1. Include reflective activities such as journaling, discussions, and self-assessment to help
learners connect new knowledge to their experiences.
6.2. Promote critical thinking by posing challenging questions and encouraging analysis and
debate.
7. Provide Support and Recognition:
7.1. Offer constructive feedback and recognition of learners’ achievements and contributions.
7.2. Create a supportive learning environment where learners feel respected and valued.

Benefits of Applying Andragogical Principles

1. Increased Learner Engagement:

1.1. When learning is relevant and directly applicable, adult learners are more motivated and
engaged.
1.2. Self-directed learning fosters a sense of ownership and responsibility, leading to deeper
engagement.
2. Enhanced Learning Outcomes:
2.1. Practical, experience-based learning helps adults retain and apply new knowledge more
effectively.
2.2. Problem-solving and critical thinking activities improve cognitive skills and real-world
application.
3. Improved Job Performance:
3.1. Learning experiences tailored to professional roles and tasks lead to immediate
improvements in job performance and productivity.
3.2. Continuous professional development enhances career advancement opportunities.

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4. Personal Growth and Satisfaction:
4.1. Adult learners experience personal satisfaction and growth through learning that aligns with
their life goals and interests.
4.2. Recognition and respect in the learning environment boost self-esteem and confidence.
5. Increased Collaboration and Networking:
5.1. Collaborative learning environments create opportunities for networking and professional
connections.
5.2. Sharing experiences and knowledge with peers enhances collective learning and
community building.
6. Adaptability and Lifelong Learning:
6.1. Learning how to learn effectively prepares adults for ongoing education and adaptation in a
rapidly changing world.
6.2. Encouraging a lifelong learning mindset helps individuals stay current with industry trends
and new technologies.

By understanding and applying these principles, educators can create more effective and
meaningful learning experiences for adult learners, ultimately leading to better educational
outcomes and personal and professional development.

IMPLEMENTING 7 PRINCIPLES IN MOOC DEVELOPMENT

Implementing the seven principles of adult learning into a MOOC on an e-learning platform requires
a strategic approach. Here are step-by-step guidelines and considerations to ensure an effective and
engaging learning experience for adult learners:

Step-by-Step Implementation

1. Conduct a Needs Assessment

1.1. Identify Learner Needs: Use surveys, interviews, and focus groups to understand the
specific needs, goals, and preferences of your target audience.
1.2. Analyze Data: Gather and analyze data to identify common themes and specific learning
objectives.

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2. Define Learning Objectives
2.1. Clear and Relevant Goals: Develop clear, concise, and relevant learning objectives that
align with the needs and goals of adult learners.
2.2. Outcome-Oriented: Ensure that learning objectives are outcome-oriented and measurable.

3. Design the Curriculum

3.1. Modular Structure: Organize the course content into modules or units that allow learners to
progress at their own pace.
3.2. Real-World Relevance: Design activities and content that are directly applicable to real-
world scenarios and tasks.

4. Develop Engaging Content

4.1. Variety of Formats: Use a mix of text, video, interactive activities, quizzes, and case studies
to cater to different learning styles.
4.2. Experience-Based: Incorporate opportunities for learners to share their experiences and
relate new knowledge to their existing knowledge.

5. Create Interactive and Collaborative Activities

5.1. Discussion Forums: Set up discussion forums and encourage learners to share insights and
experiences.
5.2. Group Projects: Facilitate group projects or peer-to-peer learning activities to promote
collaboration.

6. Implement Flexible Learning Options

6.1. Self-Paced Learning: Allow learners to access and complete the course materials at their
own pace.
6.2. Accessibility: Ensure that the course is accessible on multiple devices (e.g., computers,
tablets, smartphones) to accommodate different learning environments.

7. Incorporate Reflective and Self-Assessment Opportunities

7.1. Reflective Journals: Encourage learners to keep reflective journals to connect new
knowledge with personal experiences.

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 7.2. Self-Assessments: Provide self-assessment tools and quizzes to help learners gauge their
understanding and progress.

8. Provide Support and Feedback

8.1. Instructor Interaction: Ensure that learners can interact with instructors through Q&A
sessions, office hours, or direct messaging.
8.2. Timely Feedback: Provide timely and constructive feedback on assignments and
participation.

9. Evaluate and Improve

9.1. Gather Feedback: Continuously collect feedback from learners through surveys and
evaluations.
9.2. Analyze and Improve: Use the feedback to identify areas for improvement and make
necessary adjustments to the course content and structure.

Key Considerations and Awareness

1. Technology and Accessibility

1.1. Ensure that the e-learning platform is user-friendly and accessible to all learners, including
those with disabilities.
1.2. Provide technical support and resources to help learners navigate the platform.

2. Engagement and Motivation

2.1. Keep learners engaged by using a variety of interactive and multimedia content.
2.2. Recognize and celebrate learner achievements to boost motivation.

3. Cultural Sensitivity
3.1. Be aware of cultural differences and ensure that the content is inclusive and respectful of
diverse backgrounds.
3.2. Use examples and case studies that are relevant to the learners’ cultural contexts.

4. Privacy and Security

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 4.1. Protect learners' privacy by ensuring that personal data is secure and compliant with data
protection regulations.
4.2. Clearly communicate the privacy policies and practices to learners.

5. Continuous Improvement
5.1. Stay updated with the latest trends and best practices in adult education and e-learning.
5.2. Regularly update the course content and delivery methods to ensure they remain relevant
and effective.

By following these steps and being mindful of these considerations, you can create a MOOC that
effectively implements the principles of adult learning and provides a valuable and engaging
educational experience for adult learners.

CHALLENGES FOR THOSE WHO HAS LIMITED ACCESS TO THE PLATFORMS

Providing solutions for learners with limited access to technology or those who are not accustomed
to using e-learning platforms while implementing the seven principles of adult learning can be
challenging but manageable with thoughtful planning and support.
Here are some strategies:

1. Assess and Understand Technology Barriers

Needs Assessment
1.1. Identify Barriers: Conduct surveys or interviews to identify specific technological
barriers learners face, such as limited internet access, lack of devices, or low digital
literacy.
1.2. Tailor Solutions: Customize your approach based on the specific needs and challenges
identified.

2. Provide Flexible and Accessible Learning Options

Offline and Low-Bandwidth Options
2.1. Downloadable Materials: Provide course materials that can be downloaded and
accessed offline, such as PDFs, videos, and audio recordings.

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 2.2. Text-Based Content: Use text-based content that requires less bandwidth compared to
high-definition videos.
Device Compatibility
2.3. Mobile-Friendly Content: Ensure that all content is compatible with mobile devices, as
many learners may only have access to smartphones.
2.4. Low-Tech Alternatives: Offer printed materials or USB drives with course content for
those with no internet access.

3. Offer Digital Literacy Support

Orientation and Training
3.1. Introductory Sessions: Provide introductory sessions on how to use the e-learning
platform, including tutorials and step-by-step guides.
3.2. Digital Literacy Workshops: Conduct workshops or create resources that help learners
develop basic digital skills needed for online learning.
Peer Support
3.3. Mentorship Programs: Pair less tech-savvy learners with more experienced peers who
can provide guidance and support.
3.4. Community Forums: Create forums or discussion groups where learners can ask
questions and share tips.

4. Design Simple and Intuitive User Interfaces

User-Friendly Platform
4.1. Simplified Navigation: Ensure the e-learning platform has a simple and intuitive interface
with clear navigation.
4.2. Consistent Layouts: Use consistent layouts and design elements across the course to
reduce confusion.

5. Incorporate Self-Directed and Experience-Based Learning

Customizable Learning Paths
5.1. Choice in Activities: Allow learners to choose from various activities and formats that
best suit their technological capabilities and learning preferences.

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 5.2. Self-Paced Learning: Enable learners to progress through the course at their own pace,
allowing them to spend more time on areas where they need additional support.
Real-World Applications
5.3. Experience Sharing: Encourage learners to share their experiences and knowledge,
which can be done through low-tech means like phone calls or in-person meetings if
necessary.
5.4. Practical Assignments: Design assignments that can be completed offline and relate
directly to the learners' personal and professional lives.

6. Provide Continuous Support and Feedback

Multichannel Support
6.1. Help Desks: Set up help desks that can be reached via phone, email, or messaging apps
for real-time assistance.
6.2. FAQ and Resource Centers: Develop comprehensive FAQ sections and resource
centers with easy-to-follow instructions and troubleshooting tips.
Regular Check-Ins
6.3. Instructor Interaction: Schedule regular check-ins with learners to address any issues
they may be facing and provide additional support.
6.4. Feedback Mechanisms: Implement feedback mechanisms to continuously gather
insights into the learners' experiences and adjust the support provided accordingly.

7. Encourage Community and Collaborative Learning

Blended Learning Approaches
7.1. In-Person Sessions: If possible, supplement online learning with in-person sessions or
workshops to bridge the technology gap.
7.2. Study Groups: Facilitate the formation of study groups that can meet offline or use low-
tech communication methods.
Social Learning
7.3. Discussion Boards: Create online or offline discussion boards where learners can
interact and support each other.
7.4. Collaborative Projects: Design collaborative projects that can be completed using
simple tools like email, phone calls, or face-to-face meetings.

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Considerations for Implementation

1. Equity and Inclusion

Ensure that all learners, regardless of their technological capabilities, have access to the
course materials and support they need.

2. Adaptability and Flexibility

Be prepared to adapt and modify your approach based on continuous feedback from
learners and the evolving technological landscape.

3. Partnerships
Partner with local organizations, community centers, or libraries to provide access to
technology and support services for learners.

By implementing these strategies, you can effectively integrate the seven principles of adult learning
into a MOOC while accommodating learners with limited access to technology or those not
accustomed to e-learning platforms. This approach ensures that all learners have the opportunity to
benefit from the training, regardless of their technological proficiency or access.

Bibliographic Resources

Books by Malcolm Knowles

1. Knowles, Malcolm S. (1980). The Modern Practice of Adult Education: From Pedagogy to
Andragogy. Cambridge Books.
Description: This foundational text contrasts andragogy with pedagogy, elaborating on the
principles of adult learning and providing practical applications for educators.

17
2. Knowles, Malcolm S., Holton III, Elwood F., & Swanson, Richard A. (2015). The Adult Learner: The
Definitive Classic in Adult Education and Human Resource Development (8th ed.). Routledge.
Description: A comprehensive guide on adult learning, expanding on Knowles' earlier work,
covering the theoretical framework of andragogy with updates and contributions from
Holton and Swanson.

3. Knowles, Malcolm S., Holton III, Elwood F., & Swanson, Richard A. (Eds.). (1998). The Adult
Learner: The Definitive Classic in Adult Education and Human Resource Development. Gulf
Publishing Company.
Description: This earlier edition provides a comprehensive look at adult learning theories,
including andragogy, serving as a cornerstone text for educators and trainers.

Articles and Chapters

1. Knowles, Malcolm S. (1973). The Adult Learner: A Neglected Species. In Adult Learning: Theory
and Practice (pp. 114-132). Association Press.
Description: Discusses the unique characteristics of adult learners and the importance of
recognizing and addressing these in educational practices.

2. Knowles, Malcolm S. (1984). Andragogy in Action: Applying Modern Principles of Adult Learning.
San Francisco: Jossey-Bass.
Description: Provides practical applications of andragogical principles, offering case
studies and examples of how these principles can be implemented in various educational
settings.

Additional Resources for Implementing the Principles in MOOC

1. Needs Assessment and Curriculum Design

1.1. Description: Conduct surveys, interviews, and focus groups to understand learner needs
and design a relevant curriculum.
1.2. Sample Resource: Brown, J. D. (2001). Using Surveys in Language Programs. Cambridge
University Press.

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 1.3. Description: Provides detailed guidance on conducting needs assessments using surveys,
which can be adapted for various educational contexts.

2. Digital Literacy Support

2.1. Description: Provide introductory sessions, workshops, and resources to help learners
develop digital skills.
2.2. Sample Resource: Hobbs, R. (2010). Digital and Media Literacy: Connecting Culture and
Classroom. Corwin.
2.3. Description: Offers strategies for integrating digital literacy into educational programs,
including practical activities and resources.

3. Flexible and Accessible Learning Options

3.1. Description: Offer downloadable materials, low-bandwidth options, and mobile-friendly
content.
3.2. Sample Resource: Anderson, T. (Ed.). (2008). The Theory and Practice of Online Learning.
Athabasca University Press.
3.3. Description: Discusses various aspects of online learning, including strategies for making
content accessible and flexible.
3.4. Where to Find: Available for free download from Athabasca University Press website and
academic libraries.

4. Support and Feedback Mechanisms

4.1. Description: Provide multichannel support, help desks, and regular check-ins to assist
learners.
4.2. Sample Resource: Palloff, R. M., & Pratt, K. (2007). Building Online Learning Communities:
Effective Strategies for the Virtual Classroom. Jossey-Bass.
4.3. Description: Explores strategies for creating supportive online learning environments and
providing effective feedback.

5. Blended Learning Approaches

5.1. Description: Combine online learning with in-person sessions and facilitate study groups.

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5.2. Sample Resource: Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher
Education: Framework, Principles, and Guidelines. Jossey-Bass.
5.3. Description: Provides a comprehensive framework for implementing blended learning, with
practical guidelines and examples.

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