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Instructional Design and Engaged Learning

Module Four - Questioning, Wondering, Wandering and Understanding

Andragogy makes the following assumptions about the design of learning: (1) Adults need to know why they need to learn something (2) Adults need to learn experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of immediate value. In practical terms, andragogy means that instruction for adults needs to focus more on the process and less on the content being taught. Strategies such as case studies, role playing, simulations, and self-evaluation are most useful. Instructors adopt a role of facilitator or resource rather than lecturer or grader. Source: Summary of Malcolm Knowles work

The implications for instructional design are clear. We seek to immerse our students in situations that call upon them to wrestle with challenges, puzzles, enigmas, mysteries and conundrums.

Download the PDF file below and evaluate its value for helping medics in training understand the challenge of handling soldiers in combat situations.

INDIVIDUAL CASE STUDIES. I. POST-TRAUMATIC STRESS DISORDER

Perform what Edward deBono calls a PMI (Plus, Minus and Interesting - Decision Making Tools), creating a table with columns to help you evaluate the value of a resource like the case studies above.

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Consider how case studies, role-playing, simulations, and self-evaluation might engage our learners in the following:

Next module. Please do not proceed until asked to do so by the workshop leader.