Just because I can, here's some thoughts and links on adult learning

I've done a bit of training and written courseware, and of course I've been "trained" myself. Fundmentally, it's keeping adult trainees engaged and awake that matters, followed by ensuring there's a "takeway" that is practised later. You can "teach" as much as you like but I'm guessing that 80% is forgotten within a week - or less. You may get better recall with prompts (reminders or exercises post-course) but nothing succeeds like "use". If it isn't used it will eventually be forgotten.

So engage, keep it relevant, break it up, get them involved and set clear goals and expectations. Then keep them awake, provide several delivery methods using all senses (perhaps not smell) and get them to practise new things. Then send them out the door with reminders like some takeaway task that asks them to reflect and practise what they may have learned. Oh, and remember the feedback! 

Anyway, some quotes and links....

PRINCIPLES OF ADULT LEARNING

# Adults are autonomous and self-directed. They need to be free to direct themselves. Their teachers must actively involve adult participants in the learning process and serve as facilitators for them... ...They have to be sure to act as facilitators, guiding participants to their own knowledge rather than supplying them with facts. Finally, they must show participants how the class will help them reach their goals (e.g., via a personal goals sheet).

# Adults have accumulated a foundation of life experiences and knowledge that may include work-related activities, family responsibilities, and previous education. They need to connect learning to this knowledge/experience base...

# Adults are goal-oriented. Upon enrolling in a course, they usually know what goal they want to attain. They, therefore, appreciate an educational program that is organized and has clearly defined elements...

# Adults are relevancy-oriented. They must see a reason for learning something...

# Adults are practical, focusing on the aspects of a lesson most useful to them in their work...

# As do all learners, adults need to be shown respect. Instructors must acknowledge the wealth of experiences that adult participants bring to the classroom. These adults should be treated as equals in experience and knowledge and allowed to voice their opinions freely in class.

Adult Learners and Learning: A-Z Resources

Because of their life experience, adults approach learning differently than children. Generally, adults…

* support themselves hence are generally self directed
* have their own ideas about what’s important to learn
* tend to be concerned about effective use of learning time
* have life experiences to which they can relate new learning
* tend to learn when they need to in order to solve a problem or fulfil a need
* are more likely than children to reject or explain away information that contradicts their own experiences or beliefs

Hence, when planning and delivering learning for adults there are some principles that, when applied, can assure a more rewarding and effective experience.

How Adults Learn :: Ageless Learner

Learning can be defined formally as the act, process, or experience of gaining knowledge or skills. In contrast, memory can define the capacity of storing, retrieving, and acting on that knowledge. Learning helps us move from novices to experts and allows us to gain new knowledge and abilities.

Learning strengthens the brain by building new pathways and increasing connections that we can rely on when we want to learn more. Definitions that are more complex add words such as comprehension and mastery through experience or study.

Physiologically, learning is the formation of cell assemblies and phase sequences. Children learn by building these assemblies and sequences. Adults spend more time making new arrangements than forming new sequences. Our experience and background allow us to learn new concepts.