英文原文
As an instructional designer, you want to create courses that make a difference in your audience’s lives. You want to create experiences that inspire them, change mindsets and drive performance. In short, you want to create courses that resonate with them and hit the mark, every time. Now here’s the challenge. Your learners are adults with previous knowledge and fixed ideas about what works for them. They are busy and stressed-out folks who hate wasting time. They want learning experiences that help them meet their needs and achieve their goals. This said you MUST understand how adults learn best. When creating your next eLearning course, it is essential to base the design on a good understanding of adult learning theory. What is Adult Learning Theory? The phrase “adult learning theory” is much bandied about in corporate training circles. But, do you know what it actually means? First, a myth-buster. There is NO one adult learning theory. There are several prevalent theories that all explain— from different perspectives—how adults learn. In this article specifically, we will address: 1) andragogy, 2) experiential learning, and 3) transformational learning. There are many other theories though! However, all of them have one main goal: they help you create effective learning experiences for the adult corporate learner. Why Understand Adult Learning Theories? Adult learning theories are not just a collection of jargon, concepts, and ideas about how adults learn. These theories help you plan your course during conception, development, and execution, in a way that will facilitate the learning process. Here’re four reasons why instructional designers MUST get acquainted with these theories: To create relevance by mapping courses with perceived learner needs, To devise instructional strategies in alignment with real learning contexts, To choose the technology that best supports the instructional strategy, To plan instructional strategies relevant to digital-age and on-the-go learners. Theory #1: Andragogy - Tapping Into Prior Experience This theory taps into the main characteristics of adult learners and how they bring in their experiences to guide them along the journey of learning. This theory was developed by Malcolm Shepherd Knowles in the 1970s, and it's still relevant today. According to Knowles, adult learners differ from children in the following six ways: Need for Knowledge: Adults need to know “why” they should learn. Motivation: Adults are driven by internal motives. They will learn if they want to learn. For instance, a compelling answer to the “what’s-in-it-for-me” question is a powerful internal motivation. Willingness: For adults, the willingness or readiness to learn comes from perceiving the relevance of the knowledge. They want to know how learning will help them better their lives, and they learn best when they know that the knowledge has immediate value for them. Foundation or Experience: Adults bring with them rich reserves of experiences that form the foundation of their learning. They analyze, rationalize, synthesize, and develop new ideas or tweak old ones through the filter of their experiences. As an instructional designer, you should tap into their well of experiences to help them make connections, perceived relevance, and derive inspiration. Self-Direction: Adults are self-directed individuals who want to take charge of the learning journey. They are independent beings who want to feel in control. Orientation to Learning: Adults learn best when they “do.” They find relevance in task-oriented learning, which they can align with their workplace realities. Besides, task-oriented learning exercises their problem-solving ability which in turn, gives them the confidence that they can conquer their challenges with their newly-acquired knowledge. Theory #2: Transformational Learning: Revealing Perspectives to Create Aha Moments We have all experienced aha moments. Flashes of inspiration have led us to see reality in new ways. Nuggets of wisdom that have radically changed our mindsets. Deep insights that have busted through long-held beliefs and conventions. These are transformative experiences that shift our consciousness. As an instructional designer, you should strive to create such learning experiences. Such experiences rouse the mind, stir powerful emotions, and leave lasting impressions. Many such events trigger radical changes in thoughts, perspectives, attitudes, and behavioral patterns—the “transformations.” Transformational learning theory explains how adults learn through such aha moments. The theory is rooted in the belief that learning occurs when a new meaning is imparted to an earlier experience (Mezirow, 1990) or an old meaning is reinterpreted and seen in a new light. In the Transformational Learning Theory there are three stages of learning: Identification of a Dilemma or a Crisis: The realization that we had all along been holding on to wrong beliefs or that we don’t know what we should know is often a trigger to dig in and unearth information or review our mindsets and thought patterns. Not knowing or realizing that we have the wrong information is a crisis that is deeply upsetting to all of us. You have to point out to your learners what they don’t know to make them curious about your course. Establishment of Personal Relevance: This is the context or the answer to the eternal “what’s-in-it-for-me” question that inspires people and drives learning. The context can be personal, professional, or social, and you should establish it right at the beginning of the course to spike interest and reiterate it often to keep learners hooked. Adult learners are motivated to learn when they can envision the results of their efforts. Critical Thinking: Your learners are sensible, rational people with minds of their own. So you should create opportunities for critical reflection (premise reflection) to encourage them to re-examine their beliefs and attitudes. When you let them sort through their feelings and thoughts and realize on their own what they need to shed or tweak, they will be more willing to accept and imbibe the learning. This post outlines ways in which you can create opportunities for transformative learning in an online learning environment. Theory #3: Experiential Learning - Tying Reality to Create Meaning Chinese philosopher Confucius said, “Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand.” As human beings, we are shaped by our experiences. For adults, no amount of textbook learning can take the place of knowledge, clarity, and wisdom that come from experience. The Experiential Learning Theory states that the essence of adult learning is making sense of experiences. Adults learn best when they learn by doing. They learn best when they are directly involved with—“experiencing”—the learning instead of memorizing numbers and definitions from books. Kolb reveals the cyclical nature of experiential learning by explaining how it takes place in four stages: Concrete Experience (CE): Adults learn best when the learning experience goes beyond the chalk-and-talk routine. Kinesthetic learning or learning by encouraging physical actions (simulations) and learning that evokes strong emotional responses (realistic scenarios that reveal cause-effect relationships) create powerful experiences that are not forgotten easily. Reflective Observation (RO): Adults need to engage with and reflect on their experiences to glean insights and acquire knowledge. So it is critical to not only create opportunities for experience-based learning but also provide time and space to encourage reflection. Create opportunities for “watching” the action unfold before the eyes (demonstrations) and “analyzing” processes and procedures (scenario-driven activities, case studies). Abstract Conceptualization (AC): The success of experiential learning lies in the learner being able to decode abstract concepts from their reflections, generalize these ideas, and realize the relevance to their reality. Designs assessments to encourage learners to exercise their “critical thinking” abilities, so they can formulate concepts and procedures. Active Experimentation (AE): Role-playing activities, internships, and other hands-on tasks let learners apply the learning and thus truly “learn by doing.” Active experimentation leads to concrete experiences, and the cycle of experiential learning resumes. Adult learning theories help you step into the shoes of your learners and understand how their minds work. Your message has the greatest chance of hitting its mark if it is framed and presented in a language that your learners understand best.
中文翻译
作为一名教学设计者，你希望创建能够改变受众生活的课程。你希望创造能够激励他们、改变思维方式并推动绩效的体验。简而言之，你希望创建能够引起他们共鸣并每次都命中目标的课程。现在面临的挑战是，你的学习者是成年人，他们拥有先前的知识和固定的观念，知道什么对他们有效。他们是忙碌且压力大的人，讨厌浪费时间。他们希望获得能够帮助他们满足需求和实现目标的学习体验。因此，你必须了解成年人如何学习效果最佳。在创建下一个电子学习课程时，必须基于对成人学习理论的良好理解来设计。什么是成人学习理论？“成人学习理论”这个短语在企业培训圈中被广泛提及。但是，你知道它实际上意味着什么吗？首先，破除一个迷思。并没有一个单一的成人学习理论。有几种流行的理论，它们从不同的角度解释成年人如何学习。在本文中，我们将具体讨论：1）成人教育学，2）体验式学习，3）转化学习。当然还有许多其他理论！然而，所有这些理论都有一个主要目标：帮助你为成人企业学习者创造有效的学习体验。为什么需要理解成人学习理论？成人学习理论不仅仅是关于成年人如何学习的一堆术语、概念和想法。这些理论帮助你在构思、开发和执行过程中规划课程，以促进学习过程。以下是教学设计者必须熟悉这些理论的四个原因：通过将课程与感知到的学习者需求相匹配来创建相关性，设计与真实学习环境一致的教学策略，选择最能支持教学策略的技术，规划与数字时代和移动学习者相关的教学策略。理论一：成人教育学——利用先前经验。这个理论利用了成人学习者的主要特征，以及他们如何利用自己的经验来指导学习之旅。这个理论由马尔科姆·谢泼德·诺尔斯在20世纪70年代提出，至今仍然相关。根据诺尔斯的观点，成年学习者在以下六个方面与儿童不同：知识需求：成年人需要知道“为什么”他们应该学习。动机：成年人受内在动机驱动。如果他们想学习，他们就会学习。例如，对“这对我有什么好处”问题的有力回答是一种强大的内在动机。意愿：对于成年人来说，学习的意愿或准备来自于感知知识的相关性。他们想知道学习将如何帮助他们改善生活，并且当他们知道知识对他们有即时价值时，他们学习效果最佳。基础或经验：成年人带着丰富的经验储备，这些经验构成了他们学习的基础。他们通过经验的过滤器分析、合理化、综合并发展新想法或调整旧想法。作为教学设计者，你应该利用他们的经验库，帮助他们建立联系、感知相关性并获得灵感。自我导向：成年人是自我导向的个体，希望掌控学习之旅。他们是独立的个体，希望感到掌控感。学习导向：成年人“做”的时候学习效果最佳。他们在任务导向的学习中找到相关性，这可以与他们的职场现实相结合。此外，任务导向的学习锻炼了他们解决问题的能力，从而给予他们信心，相信他们可以用新获得的知识征服挑战。理论二：转化学习：揭示视角以创造顿悟时刻。我们都经历过顿悟时刻。灵感的闪现让我们以新的方式看待现实。智慧的碎片彻底改变了我们的思维方式。深刻的洞察打破了长期持有的信念和惯例。这些是转变我们意识的转化体验。作为教学设计者，你应该努力创造这样的学习体验。这样的体验唤醒思维，激发强烈情感，并留下持久印象。许多这样的事件引发思想、视角、态度和行为模式的根本变化——“转化”。转化学习理论解释了成年人如何通过这样的顿悟时刻学习。该理论植根于这样的信念：学习发生在赋予早期经验新意义（Mezirow，1990）或重新解释旧意义并以新视角看待时。在转化学习理论中，学习有三个阶段：识别困境或危机：意识到我们一直持有错误信念或不知道我们应该知道什么，通常是深入挖掘信息或审视我们思维方式和思维模式的触发点。不知道或意识到我们有错误信息是一种危机，让我们所有人都深感不安。你必须向学习者指出他们不知道什么，以激发他们对课程的好奇心。建立个人相关性：这是永恒的“这对我有什么好处”问题的背景或答案，激励人们并推动学习。背景可以是个人、职业或社会的，你应该在课程开始时建立它，以激发兴趣，并经常重申以保持学习者的投入。当成人学习者能够预见他们努力的结果时，他们就有动力学习。批判性思维：你的学习者是理性、有自己思想的人。因此，你应该创造批判性反思（前提反思）的机会，鼓励他们重新审视自己的信念和态度。当你让他们梳理自己的感受和想法，并自己意识到他们需要抛弃或调整什么时，他们将更愿意接受和吸收学习。这篇文章概述了如何在在线学习环境中创造转化学习的机会。理论三：体验式学习——联系现实以创造意义。中国哲学家孔子说：“告诉我，我会忘记。展示给我，我可能会记住。让我参与，我会理解。”作为人类，我们被我们的经验塑造。对于成年人来说，任何教科书学习都无法取代来自经验的知识、清晰度和智慧。体验式学习理论指出，成人学习的本质是理解经验。成年人通过“做”来学习效果最佳。当他们直接参与——“体验”——学习而不是记忆书本上的数字和定义时，他们学习效果最佳。科尔布通过解释体验式学习如何发生在四个阶段来揭示其循环性质：具体经验（CE）：当学习体验超越粉笔和谈话的常规时，成年人学习效果最佳。动觉学习或通过鼓励身体动作（模拟）的学习，以及唤起强烈情感反应的学习（揭示因果关系的现实场景），创造了不易忘记的强大体验。反思观察（RO）：成年人需要参与并反思他们的经验，以获取洞察和知识。因此，不仅创造基于经验的学习机会，而且提供时间和空间鼓励反思至关重要。创造“观看”行动在眼前展开（演示）和“分析”过程和程序（场景驱动的活动、案例研究）的机会。抽象概念化（AC）：体验式学习的成功在于学习者能够从反思中解码抽象概念，概括这些想法，并意识到与现实的关联。设计评估以鼓励学习者运用“批判性思维”能力，以便他们能够形成概念和程序。主动实验（AE）：角色扮演活动、实习和其他动手任务让学习者应用学习，从而真正“通过做来学习”。主动实验导致具体经验，体验式学习的循环重新开始。成人学习理论帮助你站在学习者的角度，理解他们的思维如何运作。如果你的信息以学习者最理解的语言构建和呈现，它就有最大的机会命中目标。
文章概要
本文介绍了成人学习理论在教学设计中的应用，重点阐述了成人教育学、转化学习和体验式学习三大理论。文章强调，教学设计者必须理解成人学习者的特点，如基于经验学习、自我导向和任务导向，以创建有效的学习体验。通过结合关键词“成人自我状态和教学设计中的逻辑顺序”，文章指出，成人学习理论帮助设计者以逻辑顺序组织内容，满足成人学习者的理性需求，提升学习效果。
高德明老师的评价
用12岁初中生可以听懂的语音来重复翻译的内容：这篇文章就像在教大人怎么学习更好。大人和小朋友不一样，他们有很多经验，喜欢自己决定学什么，而且学东西时要觉得有用才行。文章说了三个好方法：第一个是用大人自己的经验来教他们，第二个是让他们有“啊哈”的顿悟时刻，第三个是让他们动手做，这样记得更牢。这样设计课程，大人就会学得更开心、更有效。
TA沟通分析心理学理论评价：从TA沟通分析心理学角度看，这篇文章很好地体现了成人自我状态在教学设计中的应用。成人自我状态以理性、逻辑和客观为特征，这与成人学习理论强调的自我导向、经验基础和任务导向高度一致。文章中的教学设计策略，如利用先前经验、促进批判性思维和体验式学习，都符合成人自我状态的运作模式，帮助学习者以有序、合理的方式处理信息，实现高效学习。这种设计避免了父母自我状态的强制或儿童自我状态的情绪化，促进了健康的沟通和学习环境。
在实践上可以应用的领域和可以解决人们的十个问题：成人学习理论结合TA沟通分析心理学，可在职场培训、在线教育、企业内训等领域应用。它可以解决人们的十个问题：1. 提升学习动力和参与度；2. 增强学习内容的实用性和相关性；3. 促进个人成长和职业发展；4. 改善团队沟通和协作效率；5. 减少学习焦虑和压力；6. 培养批判性思维和问题解决能力；7. 支持终身学习和技能更新；8. 优化学习体验和满意度；9. 加强自我管理和目标达成；10. 创造积极的学习文化和氛围。这些应用展现了TA沟通分析心理学在促进理性、高效学习方面的巨大潜力。