Creating Inspiring Workshops and Courses in Transdisciplinarity: A Guide - Manual / Resource - Page 48
Training adults: Painting on an alreadystructured canvas – if they let you
Assume that the adults coming to your training have wellestablished learning preferences and ways of thinking about
things. In a world full of constant stimulants, most adult minds
are already quite taxed; people may be exhausted or distracted.
For them to take in new information and learn new skills, they
must want to do so and find it valuable to do so. The learning
must be appropriately interesting and challenging but not too far
outside their comfort zone; ideally it comes in ways that suit their
learning styles. They typically want to have control over what
they learn and not simply be passive absorbers or observers
of a teaching, but actively engage with the material and with
others to take it in. Because of their pre-existing knowledge,
adult learners are influenced more than taught. Below are some
useful points to keep in mind so that you can design learning
environments and activities in ways that work best for adults.
Being learning-centered (not contentcentered)
While foundational knowledge in TD and any specific
sustainability area is necessary and helpful, learning a set of
transferable skills for making research more relevant for society
requires a learning-centered approach, in which people learn by
applying their new knowledge in practical contexts (learning by
doing through action and experience, not just reading, thinking, or
talking). Over time they integrate their knowledge and experience
with that of others, understand the implications of doing so
for the community, and pursue it for the common good. They
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will also develop a deep curiosity and caring attitude about the
topic and other people, and in the process become reflective
(committed to changing what they are doing) and reflexive
(willing to change themselves).
They must want to learn
and 昀椀nd it valuable.
Tapping into motivations
For most adults, a learning-centered approach to things that
matter to them is profoundly meaningful – i.e., it gives their
work meaning. Therefore, they should be strongly motivated to
engage in this kind of learning. Moreover, most humans are not
very comfortable with uncertainty and not knowing – i.e., a lack
of control or “mastery” over their environment. An approach that
destabilizes a person’s preconceived understandings and comfort
zones just enough to motivate new learning can re-establish a
sense of stability, certainty, knowing, and control. However, if
challenged too much, people may feel overwhelmed, which is
demotivating and paralyzing. Thus, a balanced approach is to
tap into people’s curiosity, interests, and pre-existing strengths,
giving them control over and choice in when to step into the
unknown, while encouraging them to stretch some. Creating
situations of mutual trust and respect between you and the
learner is also critical. You as a trainer will also “learn,” and so
skills of listening and being empathetic are critically important to
a positive learning environment.
In-depth exploration of adult learning
