In this episode we talk about the theory behind our jobs.  We discuss the hierarchy of needs and Maxwell’s theory.  This is the foundation of how we design and develop training for adult learners, and how it affects the courses and interactions that you have taken in your past courses.  We also sidetrack and talk about social media, but who doesn’t nowadays?

In this episode we talk about the theory behind our jobs. We discuss the hierarchy of needs and Maxwell’s theory. This is the foundation of how we design and develop training for adult learners, and how it affects the courses and interactions that you have taken in your past courses. We also sidetrack and talk about social media, but who doesn’t nowadays?

In this episode we talk about the theory behind our jobs.&nbsp; We discuss the hierarchy of needs and Maxwell’s theory.&nbsp; This is the foundation of how we design and develop training for adult learners, and how it affects the courses and interactions that you have taken in your past courses.&nbsp; We also sidetrack and talk about social media, but who doesn’t nowadays?&nbsp;

Adult Learning Theory

An L&amp;D podcast with Senior Instructional Designer Jeremy Brown &amp; Senior Project Manager Sarah Meyer. To put it simply: we are terrible students. That doesn't mean that we aren't paying attention, that we don’t understand the course content, or that we can’t pass whatever assessment is at the end. It means that if we’re in a class, we’re probably evaluating the course itself more than listening. We are listening to speech patterns, evaluating how the course is put together, and if the flow is how “we would have done it.” My hot take, one of many discussed in the podcast, is that the most effective IDs are actually terrible students. This type of ID is the training SME you want when it comes time to engage other “terrible” students.&nbsp; Check us out at lumious.com

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An L&D podcast with Senior Instructional Designer Jeremy Brown & Senior Project Manager Sarah Meyer. To put it simply: we are terrible students. That doesn't mean that we aren't paying attention, that we don’t understand the course content, or that we can’t pass whatever assessment is at the end. It means that if we’re in a class, we’re probably evaluating the course itself more than listening. We are listening to speech patterns, evaluating how the course is put together, and if the flow is how “we would have done it.” My hot take, one of many discussed in the podcast, is that the most effective IDs are actually terrible students. This type of ID is the training SME you want when it comes time to engage other “terrible” students.  Check us out at lumious.com

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Adult Learning Theory

Adult Learning Theory