AOE 2. Instructional Design; 2.2. Learning Theories

Learning Objectives for Section 2.2.: 

Learning theories explain why some training techniques may work better than others; and this helps talent development professionals design effective learning solutions. Trainers help improve performance by facilitating learning in a traditional or virtual classroom, one-on-one, or on-the-job in an organization. Knowledge of adult learning theories help talent development professionals to:

This is the HOW learners internalize information and identifies ways to increase the successful transfer of learning for retention. Essentially it will be to understand how humans access, treat, and retrieve information with these three classic learning theories:

READ MORE: Epistemology and theories of learning; Objectivism and behaviorism; Cognitivism and Constructivism from Chapter 2: The nature of knowledge and implications for teaching by Tony Bates

Maslow’s HIerarchy of Needs: explains the foundations of motivation and offer a logical leveling from physiological to psychological needs:

READ: Maslow’s Hierarchy of Needs Explained

Malcom Knowles’s Adult Learning, or Andragogy: the way adults learn are different from children; often more self-directed, internally motivated, and ready to learn; unlike pedagogy (traditional style of teaching based on lecturing or a didactic model), this is learner-centered rather than content-centred or instructor-led.

READ: Andragogy - Adult Learning Theory (Knowles)

Andragogy (Knowles, 1984): contends that five key principles affect the ways adults learn: 

Individual Characteristics of Learning: adults learn only when they need or want to learn, no matter how good the talent development professional or training experience is -- here are the four key characteristics of learning:

Approaches to Motivating Learners: 4 foundational principles to motivate adult learners are:

How Culture May Influence Learning: this might impact the training experience and ability for participants to learn, specifically related to these differences:

Questions the learning designer should ask before developing training:

Adult Development and Age: Does our learning change or capacity to learn change as we age? Not necessarily. Neuroplasticity, the ability of our brains to change and adapt, does not decline with age. We are able to continually learn, adapt, and grow -- this includes building new neural connections to receive, process, and transmit information. Confronting ideas that are contrary to one’s own helps to stimulate the development of new neural pathways -- keep adult learning programs going!

The Whole Brain Thinking Model: we use the whole brain (both sides/hemispheres) to process information. These are complementary, not competitive to make a decision, analyze a problem, compare solutions, and support long-term learning. The left side of the brain is associated with time orientation; sequential processing of events; language; logic; mathematics; analysis; and awareness of cause and effect. The right side of the brain specializing in the following functions: emotion; intuition; visual-spatial orientation; music; art, imagery, and pattern awareness; synthesis of information; simultaneous processing of events; timelessness; and divergent thinking.

This model of whole brain thinking was analyzed by the Herrmann Brain Dominance Instrument (HBDI) developed by Herrmann (1988) to study how individuals' thinking preferences, or brain dominance, affect the way we work, learn, and communicate. The HBDI classifies learners in terms of thinking in four modes or quadrants of the brain:
A. Rational/Intellectual: logical, quantitative, analytical, technical factual 
B. Lower-Left Limbic = Practical/Instinctive: sequential, controlled, detailed, organized, conservative
C. Upper-Right Cerebral = Experimental/Intellectual: metaphoric, integrative, visual, synthesizing, conceptual
D. Lower-Right Limbic = Relational/Instinctive: emotional, musical, humanistic, expressive, sensory

LEARN MORE: Understanding the Herrmann Whole Brain® model

External and Environmental Influences: these factors can impact or influence how professionals/employees learn, like in more informal training environments or a relaxed atmosphere. Different aspects can impact motivation to learn and the transfer of training specifically these external or environmental factors: stress, time pressures, job status, learning environment, peers, supervisor, family, and/or company conditions.

Multiple Intelligences: Howard Gardner (1983) has suggested that there are multiple ways to measure and account for intelligence; he developed the Multiple Intelligence Theory which states that there's no single way in which everyone thinks and learns. Gardner created a list of intelligences that includes: 

All of these intelligences will impact how people process information when learning. Gardner believes that most people are comfortable in three to four of these intelligences and avoid the others. He also defines intelligence as a measurable aptitude that people use to create and solve problems and valued by the culture; however, intelligence is not fixed.

BONUS READ: Multiple Intelligences Theory: Widely Used, Yet Misunderstood via Edutopia

Difference Between Teaching and Facilitating Learning: teaching is the “teller” of information whereas facilitating is the “guide” of bringing learning to participants to they understand concepts, skills, and information. Teaching is pedagogical vs. facilitating is more andragogical. Teaching methods might be more lectures, presentations, webinars, etc. vs. facilitating might involve brainstorming, small-group discussion, role play, case studies, debates, teach backs and other interactive ways to learn.

A couple of books I mentioned for learning theories