There are many theories that explain how adults learn and each has its own merits. This Guide explains and explores the more commonly used ones and how they can be used to enhance student and faculty learning. The Guide presents a model that combines many of the theories into a flow diagram which can be followed by anyone planning learning. The schema can be used at curriculum planning level, or at the level of individual learning. At each stage of the model, the Guide identifies the responsibilities of both learner and educator. The role of the institution is to ensure that the time and resources are available to allow effective learning to happen. The Guide is designed for those new to education, in the hope that it can unravel the difficulties in understanding and applying the common learning theories, whilst also creating opportunities for debate as to the best way they should be used.

https://www.tandfonline.com/doi/pdf/10.3109/0142159X.2013.828153

Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83

Training and development research has a long tradition within applied psychology dating back to the early 1900s. Over the years, not only has interest in the topic grown but there have been dramatic changes in both the science and practice of training and development. In the current article, we examine the evolution of training and development research using articles published in the Journal of Applied Psychology (JAP) as a primary lens to analyze what we have learned and to identify where future research is needed. We begin by reviewing the timeline of training and development research in JAP from 1918 to the present in order to elucidate the critical trends and advances that define each decade. These trends include the emergence of more theory-driven training research, greater consideration of the role of the trainee and training context, examination of learning that occurs outside the classroom, and understanding training's impact across different levels of analysis. We then examine in greater detail the evolution of 4 key research themes: training criteria, trainee characteristics, training design and delivery, and the training context. In each area, we describe how the focus of research has shifted over time and highlight important developments. We conclude by offering several ideas for future training and development research. (PsycINFO Database Record

/pdf/100-years-of-training-and-development-research-what-we-know-4gewu00pba.pdf

100 years of training and development research: What we know and where we should go.

Do firms learn from their failed innovation attempts? Answering this question is important because failure is an integral part of exploratory learning. In this study, we consider whether and under ...

Fail Often, Fail Big, and Fail Fast? Learning from Small Failures and R&D Performance in the Pharmaceutical Industry

An Analysis of Methods for Intercultural Training

Although applied behavior analysts often say they engage in evidence-based practice, they express differing views on what constitutes ‘‘evidence’’ and ‘‘practice.’’ This article describes a practice as a service offered by a provider to help solve a problem presented by a consumer. Solving most problems (e.g., increasing or decreasing a behavior and maintaining this change) requires multiple intervention procedures (i.e., a package). Single-subject studies are invaluable in investigating individual procedures, but researchers still need to integrate the procedures into a package. The package must be standardized enough for independent providers to replicate yet flexible enough to allow individualization; intervention manuals are the primary technology for achieving this balance. To test whether the package is effective in solving consumers’ problems, researchers must evaluate outcomes of the package as a whole, usually in group studies such as randomized controlled trials. From this perspective, establishing an evidence-based practice involves more than analyzing the effects of discrete intervention procedures on behavior; it requires synthesizing information so as to offer thorough solutions to problems. Recognizing the need for synthesis offers behavior analysts many promising opportunities to build on their existing research to increase the quality and quantity of evidence-based practices.

/pdf/what-is-evidence-based-behavior-analysis-2po9x8jb23.pdf

What Is Evidence-Based Behavior Analysis?

Effective teaching may involve scientific understanding of learning processes, but the creation of engaging and rich learning experiences is more art than science. This presentation focuses on some key aspects of the art of teaching today's students, including specific techniques for tapping into student passions, empowering students to stay focused and balanced, shifting from lecture-intensive to learning-focused class sessions, and using new technologies to connect student learning to course content and life goals. Participants will explore course contracts and strategies for redesigning activities in support of a learning objective and share strategies for artfully managing student learning.

/pdf/the-science-of-learning-and-the-art-of-teaching-2ablarjcxx.pdf

Star Muir

Papers

The Science of Learning and the Art of Teaching