Adult Learning Course

Lesson 1 • What Makes Adults Distinct Learners

Contrasts adult and pedagogy-based learning assumptions across motivation, readiness, and experience. Grounds all subsequent design choices in learner-centred evidence.

Lesson 2 • Self-Directed Learning Continuum

Defines self-direction as a spectrum from dependent to fully autonomous. Teaches how to assess learner readiness and scaffold appropriately.

Lesson 3 • Transformative Learning Theory

Covers Mezirow's perspective transformation and disorienting dilemmas. Prepares designers to create conditions that shift deeply held assumptions.

Lesson 4 • Andragogy: Core Assumptions and Principles

Unpacks Knowles's six andragogical assumptions with practical examples. Connects each assumption to observable adult learner behaviours in professional settings.

Lesson 1 • Learner Analysis Techniques

Surveys, interviews, surveys, observation, and records review as data-gathering tools. Each method is matched to specific learner characteristic questions.

Lesson 2 • Cognitive Load and Working Memory

Applies Sweller's cognitive load theory to adult learner capacity constraints. Directly informs chunking, sequencing, and multimedia decisions in later chapters.

Lesson 3 • Creating Actionable Learner Personas

Synthesises analysis data into composite learner personas used throughout design. Personas prevent assumption-based design and anchor stakeholder conversations.

Lesson 4 • Needs Assessment Fundamentals

Distinguishes performance gaps from learning gaps and maps root causes. Prevents designing solutions for problems that training cannot solve.

Lesson 1 • Bloom's Taxonomy Across Cognitive Levels

Maps all six cognitive levels with action verbs and example objectives. Establishes the vocabulary used for all objective writing in the course.

Lesson 2 • Aligning Objectives to Business Goals

Connects learning objectives upward to organisational KPIs and downward to content. Ensures training investment is justifiable to stakeholders.

Lesson 3 • Writing SMART Learning Objectives

Applies the SMART framework specifically to instructional objectives with adult learner context. Distinguishes terminal from enabling objectives.

Lesson 1 • ADDIE as a Foundational Framework

Deconstructs each ADDIE phase with deliverables, decisions, and common pitfalls. Provides the process scaffold for all design work in subsequent chapters.

Lesson 2 • Content Analysis and Sequencing

Uses task analysis, topic analysis, and concept mapping to structure content logically. Sequencing decisions directly affect cognitive load and transfer.

Lesson 3 • Agile and Iterative Design Approaches

Contrasts SAM and agile sprint models with ADDIE for speed and flexibility. Teaches when iterative approaches outperform linear models.

Lesson 4 • Backward Design and Understanding by Design

Applies Wiggins and McTighe's backward design to adult training contexts. Ensures assessments and activities are designed before content selection.

Lesson 1 • Direct Instruction and Demonstration

Applies structured direct instruction and modelling for procedural and declarative content. Balances efficiency with engagement for adult audiences.

Lesson 2 • Collaborative and Social Learning Strategies

Structures peer learning, communities of practice, and group activities for adult contexts. Leverages collective experience as a curriculum resource.

Lesson 3 • Problem-Based and Case-Based Learning

Designs ill-structured problems and realistic cases that activate adult experience. Directly applies andragogical problem-centred orientation from Chapter 1.

Lesson 4 • Simulation and Role-Play Design

Builds realistic simulations and role-plays that develop judgement in safe environments. Particularly effective for interpersonal, procedural, and decision-making skills.

Lesson 1 • Feedback Design for Adult Learners

Structures corrective, elaborative, and motivational feedback matched to adult self-concept. Feedback quality determines whether assessment drives improvement.

Lesson 2 • Assessment Alignment and Validity

Ensures every assessment item maps directly to a stated objective and performance condition. Misalignment is the most common cause of invalid training measurement.

Lesson 3 • Formative Assessment Design

Designs low-stakes checks for understanding embedded throughout instruction. Formative data guides real-time facilitation adjustments and learner self-regulation.

Lesson 4 • Summative and Performance Assessment

Constructs performance tests, projects, and scenario-based assessments for terminal objectives. Emphasises authentic tasks over decontextualised knowledge tests.

Lesson 1 • Kirkpatrick's Four-Level Model

Applies all four Kirkpatrick levels with specific measurement tools for each. Establishes the evaluation architecture used throughout the chapter.

Lesson 2 • Transfer of Learning Design

Identifies pre-training, during-training, and post-training transfer enablers and barriers. Transfer is the ultimate measure of adult training success.

Lesson 3 • Phillips ROI Methodology

Extends Kirkpatrick with Level 5 ROI calculation and benefit-cost analysis. Provides the financial language needed to communicate with executive stakeholders.

Lesson 4 • Designing Evaluation Plans

Builds comprehensive evaluation plans before training launches, not after. Proactive planning ensures data collection is feasible and credible.

Lesson 1 • Creating Psychological Safety

Establishes conditions where adults risk sharing experience, mistakes, and questions. Safety is the prerequisite for transformative and experiential learning.

Lesson 2 • Managing Resistance and Difficult Dynamics

Diagnoses sources of adult learner resistance and applies targeted de-escalation strategies. Resistance often signals unmet autonomy or relevance needs.

Lesson 3 • Questioning Techniques and Discussion Facilitation

Uses Socratic, probing, and divergent questioning to activate adult experience and deepen thinking. Moves facilitation from information delivery to meaning-making.

Lesson 4 • Facilitating Experiential Activities

Structures and debriefs simulations, role-plays, and group activities for maximum learning. The debrief extracts more value than the activity itself.