| So you've finally decided to go for it and design your | | | | course is on internet marketing, your learner might be |
| first workshop, tele-class, or home study! Now what? | | | | a small business owner looking for specific ways to |
| First things first. You need some working knowledge | | | | increase internet traffic. Does your content outline |
| of adult learning principles and styles to guide your | | | | specific goals? |
| course design. | | | | 2. Social contact and relationships. The learner is |
| One of the books I always have on my shelf is | | | | interested in meeting and building relationships with |
| Telling Ain't Training by Harold Stolovitch and Erica | | | | like-minded people. So they might like to use Twitter |
| Keeps. They outline four key principles from Malcolm | | | | or join an email list to collaborate during your course. |
| Knowles, a leader in the adult-education field. | | | | 3. Learning for the sake of learning. You may have |
| | | | some students who are there just because they |
| 1. Readiness. Adult learners come to you with | | | | love learning or your topic. |
| previous knowledge, attitudes, and priorities - all of | | | | Lastly, consider learning styles. This refers to how a |
| which effect their readiness level. | | | | learner prefers to consume, process, and apply new |
| 2. Experience. Take into account their experience | | | | information. Most of us are strong in one area, but |
| level - not just with your content, but general life and | | | | also use the others as secondary methods. Some |
| business experience as well. | | | | styles to consider when creating your course: |
| 3. Autonomy. Usually adult learners decide what they | | | | |
| learn. This decision-making process matters, because | | | | 1. Visual. Visual learners might draw diagrams, view |
| when they decide to participate they become better | | | | video, or use pictures to help better understand |
| engaged, retain more information, and stay | | | | information. |
| committed to your course. | | | | 2. Auditory. Auditory learners might like to listen to |
| 4. Action. Your course must provide a way to apply | | | | podcasts and tele-classes to help assimilate |
| new information right away. Adults take a course | | | | information, or participate in a coaching conversation. |
| because they need new information or a new skill | | | | They might also like to read a transcript along with |
| now; they want to apply it now and see results. | | | | listening or viewing. |
| Next is learning motivation. Remember, your audience | | | | 3. Tactile/Kinesthetic. The learner might prefer |
| is taking your course most likely because they made | | | | learning by doing or movement-oriented activities, or |
| the choice to be there. Regardless of your subject | | | | taking notes in a student guide as part of class |
| matter, your learner is usually motivated by a specific | | | | participation. |
| need. Your learner may be motivated by: | | | | Basic knowledge of learning principles and styles will |
| | | | make a noticeable difference in your course design. |
| 1. Achieving a specific goal. For example, if your | | | | |