{"@id":"https://credentialengineregistry.org/resources/ce-eefd30ed-de69-42de-814a-dcee948b13f5","@type":"ceterms:MicroCredential","@context":"https://credreg.net/ctdl/schema/context/json","ceterms:ctid":"ce-eefd30ed-de69-42de-814a-dcee948b13f5","ceterms:name":{"en-US":"Designing Sessions to Support the Whole Adult Learner"},"ceterms:image":"https://d2umcf2gmasgod.cloudfront.net/671291cf13923d950566da9a.png","ceterms:keyword":{"en-US":["addressing adult learner variability"]},"ceterms:ownedBy":["https://credentialengineregistry.org/resources/ce-34e96e45-7ba7-4870-b3cf-055d9621d354"],"ceterms:requires":[{"@type":"ceterms:ConditionProfile","ceterms:name":{"en-US":"Open Badges Criteria"},"ceterms:description":{"en-US":"Key  Method\n\nThe educator or facilitator designs a learning session with real-world learning strategies that are grounded in knowledge and understanding of the whole learner. \n\nMethod  Components\n\nAdults learn best when they are given opportunities to make learning their own, recognize the relevance of their experiences, and see real-world value in what they are learning. In order to design real-world learning experiences, educators must first get to know the learners in their group or classroom, taking into account the factors that may impact their learning. Educators or facilitators can design learning sessions with real-world learning strategies to promote a meaningful and relevant learning experience and promote a sense of belonging in the classroom. \n\nSupporting adult learners through listening and understanding\n\nCommunity: Supporting adults in finding and forming communities of practice such as professional learning communities or book clubs promotes authentic social connections, and teaching and learning with peers.\nLife connections: Intentionally forming relationships and learning about adults' lives and experiences enables educators to structure and plan content relevant to the learner.\nLearner choice: Incorporating learner choice and voice by listening to learner needs and offering options allows for adults' ownership over their learning.\nSpaced learning: Presenting and helping learners engage with materials for learning over time allows learners time to reflect on their learning, and better recall of both simple facts and complex concepts in the long run.\nAuthentic purposes: Working with learners to identify authentic purposes and audiences for their work allows learners to see the real-life value of the learning. Supporting learners to learn on their own schedule and demonstrate their learning as applied skills supports independence and motivation through real-world applications.\nExplaining thinking: Supporting adults in talking through their thought process supports self-reflection and communication skills, and allows others to collaborate and learn about and from each other.\nQuiet spaces: Providing space and time, and promoting the importance of quiet spaces for thinking and learning, can be crucial for adult learners who may have less dedicated time and space for their learning.\n\nEssential factors to consider when planning for adult learning\n\nCore skills: Adult learning revolves around their real lives. Therefore the core skills they need to learn are those that will help them solve real problems, communicate, and understand and thrive in their worlds. These skills include basic numeracy and literacy, along with fluency in other disciplines such as health, financial, and digital literacies.\nLearner background: Understanding who a learner is and where they come from is critical in supporting their learning. This includes their home or work environment, primary language, and prior schooling experience, as well as their social support.\nPhysical and social emotional well-being: Their physical fitness, vision, hearing, and emotional well-being support their ability to learn. In addition, their motivation, beliefs, and attitudes about themselves as learners and their sense of belonging, often tied to their background, are at the core of learner success.\nCognitive skills: Executive functions such as memory, attention, and cognitive flexibility underlie our ability to process, store, and use knowledge. It is important to understand how these are affected by experiences, the learning environment, and learning materials, and to have appropriate strategies to support these processes."},"ceterms:subjectWebpage":"https://digitalpromise.box.com/s/1vjrdcctoe3ldyd6fx141n3c0edt9nit"}],"ceterms:offeredBy":["https://credentialengineregistry.org/resources/ce-34e96e45-7ba7-4870-b3cf-055d9621d354"],"ceterms:inLanguage":["en"],"ceterms:description":{"en-US":"Educator designs an adult learning session with real-world learning strategies to support adult learners."},"ceterms:credentialId":"https://microcredentials.digitalpromise.org/explore/designing-sessions-to-support-the-whole-adult-lear","ceterms:subjectWebpage":"https://microcredentials.digitalpromise.org/explore/designing-sessions-to-support-the-whole-adult-lear","ceterms:copyrightHolder":["https://credentialengineregistry.org/resources/ce-34e96e45-7ba7-4870-b3cf-055d9621d354"],"ceterms:availableOnlineAt":["https://microcredentials.digitalpromise.org/explore/designing-sessions-to-support-the-whole-adult-lear"],"ceterms:availabilityListing":["https://microcredentials.digitalpromise.org/explore/designing-sessions-to-support-the-whole-adult-lear"],"ceterms:credentialStatusType":{"@type":"ceterms:CredentialAlignmentObject","ceterms:framework":"https://credreg.net/ctdl/terms/CredentialStatus","ceterms:targetNode":"credentialStat:Active","ceterms:frameworkName":{"en-US":"Credential Status"},"ceterms:targetNodeName":{"en-US":"Active"},"ceterms:targetNodeDescription":{"en-US":"Awards of the credential are ongoing."}},"ceterms:usesVerificationService":["https://credentialengineregistry.org/resources/ce-1472586c-b08c-4f22-9013-5b4d9a58d277"]}