Time
1 hour 46 minutes
Difficulty
Beginner

Video Transcription

00:01
Hi, guys. Welcome back. I'm Katherine McKeever, and this year's is your cyber a creator on boarding. So at this point in your course creation process, you will have created a draft syllabus
00:13
and completed your on boarding call. So you have an idea of a roadmap from both what course productions going to look like, but also the content that's going within your course. As we talk about this, we are now shifting
00:26
from getting everything set up from a foundation for your course into creating the content itself. So this is really exciting. That being said, I wanted to go over a couple of things as far how to create a good online learning experience
00:41
in this less lex lesson, we're gonna go over learning styles
00:46
a lot of l's. So we're gonna talk about an overview of learning styles. So this is something that we know from educational theory that gets applied throughout most of our educational experiences and will be helpful for you as you choose your modalities for your course content.
01:02
We're also going to understand what makes adult learning different, because in addition to our learning styles, adult learners come with a very specific viewpoint as far as how they processing consume information that you want to keep in the forefront of your mind
01:15
as you are developing your content, and then we're gonna go over a Bloom's taxonomy of learning. And this is a very classical viewpoint on how
01:25
we what we do with information once we receive it and will be hopeful for you guys, as you were building or learning objectives for your individual lessons.
01:36
So
01:38
when we are talking about learning styles, there are four key learning styles thes air, something that we've pulled from educational theory. So you will see, or you will have come across this potentially throughout your educational life span. And it's something that people develop very early on in their life. What is their preferred learning style
01:57
isn't something that can be changed. It isn't in need. That's not to say that people can't learn in a different style.
02:04
It's just not going to be is easy for them. So as an instructor, you want to make sure that you give opportunities for each of those different learning styles so that they're able to retain process, apply the information that you're giving them in your course, there are four main styles. The 1st 2
02:21
visual and auditory are pretty straightforward. Visual learners are people who consume information by seeing it. So these were going to be people who are very good at graphs
02:30
and images. We joke and say that they have photographic memories, those air going to be your visual learners. They really rely on their sight as a way to taken information. Conversely, your auditory learners are people who learn from hearing, so these are going to be people who are very responsive to lectures.
02:49
They're going to be very, very good at audiobooks and being able to listen to a book and follow along.
02:53
There are they also tend to be good at Orrell communication. So if they hear something, they are also able to give that same sort of communication back. So you can see auditory learners as somebody who's very Orel is in their communication style as compared to maybe a more visual like I'm going to draw you a picture of something
03:14
tactile and kinesthetic or the next two types of learners. They can be a little bit murky as they are very similar.
03:22
Kinesthetic learners are your learned by doing people. So these are people who, rather than telling me or showing me what to do, I want to get in there and I want to do it for myself. So they're going to be students who will follow along with you. Um, and they're going to be very reliant on labs and exercises
03:38
because they want to do it themselves and they want to play around. That being said,
03:44
tactile learners are also movers and doers, but there are very specific subset of movers and doers. So prior to really the rise in the digital world, these would have been students who would have been described his new takers. So people who needed to write and follow along
04:00
or copy down their notes through their lectures or doodle in the margins of their notes. And what
04:06
what we have learned since that moving into more digital age, so using keyboards more robustly is that it's actually related toe are fine motor skills. So how we use our fingers and our interactions with that, um,
04:20
tactile learners, as long as they are taking notes and moving their fingers, are able to retain the information that you present them so
04:30
typing along. It's very, very common to see doodles and their margins. So the differences can aesthetic learners want to do what you are teaching them. Tactile learners just need to have a little bit of fine motor integration for everything in their brain toe work optimally.
04:46
So those were the four key learning styles. There's something that you developed very early on that they stay with you throughout life. I can tell you that I am the kinesthetic learner with some visual overtones, So I really like to dig in and do it and figure it out on my own. But that being said, I also like to teach, um,
05:04
visual, auditory and tactile learners. So I want to make sure that I address my modalities for them.
05:11
Now, let's talk about adult learners a little bit, so we understand that we have these four learning styles, and now we're gonna add an extra layer onto that. So we're gonna talk about what makes adult learners different. So when we're talking about adult learners thes, we're going to be people who are post pube s int
05:26
from a neurological perspective, but really bring a different viewpoint to their learning experience.
05:31
So the majority of our cyber a student's full in the adult learner category, these air things to keep in mind as you're developing your content,
05:42
I drew. This is a bull's eye because I think that they build on each other rather than kind of hierarchical. So the first thing about adult learners that's a little bit different than you're not adult learners is this level of independence. So when we're talking about the level of independence we're talking about self paced study or autonomous study, this is exactly what you're Cyberia courses are.
06:02
Each learner is responsible for advancing their lessons and learn getting their key takeaways from those lessons. So you have the sense of independence,
06:12
and the next thing about adult learners is you have an experiential background, so they have a life experiences that they bring to them with this information. That being said, being able to tell a story about how you use this tool in the workplace will resonate with somebody
06:30
who has been in a similar experience in their workplace, as compared to somebody who hasn't so being able to draw upon those experiences and use that to integrate their knowledge right into what they're going to do tomorrow,
06:43
which goes into the next piece of readiness to learn. So we have moved from a mandatory learning toe in elective learning where people are here because of their own volition and their own motivation, which means they are going to
06:57
pull information from you rather than have you push it towards them. So it's really exciting. It's one of the things that I love most about the cyber. A student's is because everybody's choosing to be there
07:06
because they want to learn. Um, the next one is actually how you apply the learnings. So I talked about how your experience frames well, how you're going to use the information now being able to apply that learning right away
07:23
is very important to adult learners. So we want to be able to finish a lesson and then go into our workplace and apply that information right away. It kind of shifts are mindset toe a little bit of a tools mindset
07:35
rather than
07:36
a concept mindset. So keep that in mind is is you want to balance your information with Here's the concept, and here's how you can apply it right away tomorrow, and then the last piece of it is adult learners, a very self motivated. We talk about motivational theory, how you know, if you have an external motivation, you have a teacher telling you to do something,
07:58
and if you have an internal motivation, you want to learn it for yourself. It's different when we're talking about being a self motivated student. It ties in with our readiness to learn where I need this information. I want to apply it to what I already know, and I wanted to turn around and use it tomorrow. So you see a different level of engagement with the content.
08:18
That being said, when you're thinking about adult learners, keep in mind self paced study so they're very independent. The way that you can help leverage what they already know from experience is by sharing your own stories. So building a common point of reference as far as this is what I saw in my workplace,
08:35
you may see that in yours you're also gonna want to integrate your concepts with practical application. So going back to talking about readiness to learn
08:43
and that learning applications make sure that we have concepts and something tangible. So they're they're continuing to feel that sense of motivation that they are improving and learning upon themselves, and then make sure that you really explicit in. If this knowledge isn't immediately usable,
09:01
it will be usable when,
09:03
so that they know that they're not just learning for learning safe, what they're learning so that they have something that can be applied after, say, four lessons from now.
09:13
So with that, we're going to tie it all back together. When we talk about blues, Bloom's taxonomy of learning we're talking about are the different levels of learning, and these are very important for you as you are looking at your lesson, learning objectives so we'll talk about them
09:30
on our next couple of lessons for you is when you build your slide content, you're gonna put learning objectives you're gonna we've those through, and then you're going to summarize and say whether or not you touched on those objectives.
09:43
So Bloom's taxonomy starts at the bottom, and it says that we remember this is that regurgitation that you joke about in college, where I memory something I regurgitated back. I don't know what I'm going to do with it other than I remember it, then you're gonna move to understanding. So this is where we have
10:00
and we can explain or discuss
10:03
what we're learning. So we we have this conceptual framework of how does this information relate to the larger picture? Then you're gonna move to applying.
10:13
So not only do I understand this framework, but I also know how I'm going to use it. This is where quite a bit of our our content here on the platform is, is we're starting to move into applying so understanding, remembering more like fundamentals applying Now you're getting in
10:28
to those. There's actual specific courses. You can also then you. Once you learn to apply the information, you can move to analyzing it. So I prefer to think of this as being able to question it.
10:43
That's how I keep it in my muses, once I give that information to you, if I'm comfortable enough with the information, I can say. But why? Or have you thought about it this way?
10:50
That's what analyzing looks like moving up again. Now we have a value eating where we are starting to. How do we judge some piece of information over another piece of information. You see this in complex decision making? Is it this or this? That's what evaluation will do and where you want to get on your learnings game.
11:09
And then, of course, the pinnacle of Bloom's taxonomy is where you guys are now is instructors where you're creating.
11:16
So you're taking your information and creating something new with it, so that you have a student who goes through these processes.
11:26
Today we went over our for learning styles, So we have visual, auditory, tactile and kinesthetic,
11:31
and you understand that these stay with us and we want to know that for modalities, we talked about the things that make adult learners different and how that changes your messaging when you're providing information to your listeners. We also talked about Bloom's taxonomy
11:46
and that when you think about how you build your lesson objectives, you're gonna want to think about these different levels. Are you looking at fundamental? Are you looking at application or are you training the next instructor with that? We're going to wrap up this lesson and then we're gonna move to our next one. We're actually talking about learning modalities,
12:05
so why does the learning style matter
12:09
when you're starting to build your course? So I will see you guys there

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Creator Onboarding

Welcome to the Cybrary Creator Community! This course will prepare you for building your Cybrary course. The content is arranged by course development milestones, and available for your review as you develop your course.

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