“The Synergy of Technology & Andragogy”
Artificial Intelligence in Adult Education by Anthony Germade
Introduction
A Systematic Literature Review of Tools, Programs, and Approaches:
The purpose of this paper is to investigate the role, tools, applications, andragogy, and capabilities of Artificial Intelligence (AI) in Adult Education. The primary focus is to research and identify how AI can educate, inform, and empower adult learners, particularly with basic education skills such as languages, reading, writing, and retention of information. It is important that all adults in the workforce have a solid grasp of basic educational skills in order to be successful in today’s competitive and fluid work environments. “Artificial intelligence can help learners who struggle with reading or writing by teaching them to ask better questions. If a voice assistant cannot answer the question, the learner must refine the method of questioning” (Gaddis, 2018). With the emerging power and flexibility of AI, it is now possible to accomplish this on a global and unlimited scale, “…but with the dawn of the third millennium, which has seen fundamental changes with positive results in the pattern of the relationship between human intelligence, its benefits and the machine based on modern technology; and after the spread of computers and their use” (al-Zyoud, 2020).
Methods
“AI is a subfield of computer science that stresses machines' capacity for human-like thought and behavior” (Ghafar, 2023). Some vital areas where AI tools are useful for adult learners include:
“Vision—Emotion recognition is used to detect confusion and engagement, with identity management applications for testing and virtual learning.” (Rosen, 2019).
“Voice—Text-to-voice interfaces are utilized to support learning activities, particularly literacy and language learning.” (Rosen, 2019).
“Natural Language—Deciphering human language is a complex AI challenge. However, this technique is emerging in assessment, feedback, and plagiarism detection.” (Rosen, 2019).
“Algorithms—This “machine learning” is being applied to create personalized, adaptive learning paths for students.” (Rosen, 2019).
“Hardware—Smart devices, robotics, laboratory technology, and software systems are all being powered by AI." (Rosen, 2019).
As some adult learners may be fearful or lack confidence when learning or working to improve their basic adult education skills, one branch of AI that is helpful is the implementation of Microlearning. “Microlearning, a learner-centric strategy that deconstructs complex information into short, focused modules.” (Neelakandan, 2023). For employers and employees, one area where this is effective is in Onboarding Programs, which “fosters a sense of engagement and connection. Bite-sized modules provide glimpses into company culture, policies, and job-specific skills, easing new employees into their roles seamlessly.” (Neelakandan, 2023). Mobile Learning Integration is also highly useful for adult learners as it offers the flexibility to learn from any digital device at any time, and from virtually any location. If an organization hires an individual who needs improvement in basic education skills, it is the responsibility of that organization’s Human Resources or Training and Development department to do assessments on the employee and use AI to help create learning modules that are customized for that learner. An example would be “Very Personal Training Programs:
Artificial Intelligence may go about as a guide for human resources in understanding and presenting the preferred learning methods for each employee. Human Resources (HR) can apply these equivalent standards to make a versatile learning involvement in a comparative appearance and style, and facilitate preparing content from inside and outer sources dependent on components, for example, job history, individual dreams, profession objectives, and inclinations, and future vocation” (al-Zyoud, 2020). Perhaps the biggest advantage of AI in adult education is that it’s tools can be applied to any field, from education to medicine to science to engineering to manufacturing and so on. “Scientists in general and education in particular are interested in artificial intelligence, this field that is witnessing innovations and continuous developments as it will have a positive role in the future” (al-Zyoud, 2020). AI can help provide adult learners with the basic skills needed to become better educated, get better jobs and promotions, and therefore, increase their income and improve their standard of living. AI has broken barriers to learning, such as time, distance, location, and can improve cognitive skills. “E-learning and online learning have great benefits because of their clear impact in raising the level of cognitive achievement” (al-Zyound, 2020).
For adult learners with English language and/or reading challenges, one of Mayer’s 12 Principles of Multimedia Learning which would be effective is The Modality Principle, which states that “humans learn best from visuals and spoken words, opposed to visuals and printed words. This means you should use text on screen sparingly, and only if there are visuals to accompany it. If there is too much text, learners will be overwhelmed” (DeBell, 2022). Improving basic education skills can lead to improvements in learners’ cognitive abilities. This involves using reflection and articulation and improves understanding. “Generative AI can be used to support learners in reflecting on their learning and articulating their thought processes, which can help them develop essential metacognitive skills and a deeper understanding of underlying concepts” (Amankwatia, 2023).
Recognizing that most all cognitively and mentally healthy adults have the basic skills necessary for employment (reading, writing, retention), AI tools can dramatically improve their basic education skills quickly and efficiently. The Pre-Training Principle states that, “humans learn more efficiently if they already know some of the basics. This often means understanding basic definitions, terms, or concepts before beginning the learning experience” (DeBell, 2019). There are many Best Practices that organizations should embrace for their adult learners regarding the use of AI. These include choosing AI tools or programs that keep learners engaged, challenged, and relevant to their specific job duties. AI can also greatly enhance the time adult learners spend on gaining knowledge, skills, and information. This creates time efficiencies, empowers adult learners and benefits the organizations and their constituents. It is also critical that employers and trainers break down any barriers that would impede learners from gaining and sharing knowledge. This implies that adult learning, particularly in the workplace (as well as schools), should be as equitable and inclusive as possible. The Universal Design for Learning (UDL) framework can be applied to students or adult learners as it helps teachers and trainers design content for inclusivity. “The framework supports students’ accessing content in varied formats, expressing and understanding using multiple modalities, and engaging with high-interest content-all of which enhance equity” (Pack, 2024).
As workplaces become more diverse and as the scale of global business continues to rise, technical affordances of AI are based in topics such as speaking, writing, reading, pedagogy and self-regulation. These are all vital components to basic education for adults, so it is no coincidence that AI designers are working on programs that assist learners in these areas. “Artificial intelligence may comprehend some elements of the human intellect, including speech comprehension, linguistic awareness, decision-making, and visual perception” (Ghafar, 2023). Language accuracy is a key component for all learners. “Artificial intelligence provides the chance to enhance English linguistic competence.” (Ghafar, 2023). As adult learners must have individual learning initiative, motivation, and flexibility, a key pedagogical element for them is using AI for personalized and adaptive learning. “Combining the core elements of personalized learning and adaptive learning, the core elements of personalized adaptive learning can also be proposed: individual characteristics, individual performance, personal development, and adaptive adjustment” (Peng, Ma, Spector, 2019).
Results & Next Steps
As the workplace is requiring more technically skilled employees, basic educational skills are more important than ever. Due to the dramatic cost increases in higher education institutions such as universities, more young adults are seeking vocational training opportunities. Emerging technologies in AI offer unlimited learning possibilities, though the costs of AI tools can be high. But in order to prepare these educationally marginalized adults for the workforce, organizations would be wise to use AI tools for Training & Development. Instructors are currently beginning to fill gaps by providing basic education curriculums using technologies such as Distance Learning, e-Learning, and blended learning to provide adult learners with more flexibility and opportunities.
But as with most technologies, as they develop in popularity and power, costs eventually decline. This will make it easier for other institutions who offer Continuing Education curriculums, vocational training programs and similar educational opportunities to develop a more highly educated and skilled workforce. “Under the influence of manual functions, vocational education is facing unprecedented challenges and opportunities, and it also increases the employment pressure of vocational education graduates. Due to the emergence of artificial intelligence, the labor market has stricter requirements for employees, and graduates with high professional quality and high comprehensive level will be selected. Therefore, as a vocational education college, it should correctly understand the trend of vocational education, connect artificial intelligence with the reform and innovation of vocational education, and scientifically and rationally use artificial intelligence teaching methods” (Hui, 2020).
Continuing education and vocational institutions should budget, plan for, and implement engaging and interactive educational experiences that allow learners to experience complex real-world activities that are applicable to their chosen field. As an example, “Generative AI can be used to create realistic simulations and scenarios that provide learners with opportunities to apply their knowledge and skills in context” (Amankwatia, 2023). Interactive training videos are also a way that trainers cankeep adult learners engaged as traditional videos are too passive. For employees who have the necessary educational skills and seek to add additional skills, many companies are using AI to increase productivity and employee opportunities. “Enhanced on-site job training: Technology companies use virtual reality to train employees during business hours. They help to visualize the knowledge that expert analytics supports and provide more accurate diagnostic and correction services” (al-Zyound, 2020).
Conclusion
It is clear that AI is already having profound implications for assisting adult learners with basic educational needs. As long as organizations and other entities invest in AI tools, adult education will be transformative for adult learners and create a far more educated and skilled workforce. It is also important that learning theories, such as Mayer’s Principles of Multimedia Design and Bloom’s Taxonomy are utilized in instructional design for adult learners. “Integrating AI into instructional design and technology for adult learners marks an extraordinary leap forward in education. Personalized learning, intelligent assessment, virtual mentors, and data-driven insights reshape the educational landscape, making learning more engaging, effective, and accessible than ever before” (Hernandez, 2023).
As the adult learner improves their basic education skills and begins or continues employment,there are many ways AI can be a valuable tool. For authentic and adaptive learning, upscaling and upskilling for adult learners and employees, AI can be used for apprenticeship opportunities as well. “The cognitive apprenticeship model emphasizes providing authentic learningConclusionReferences
References
al-Zyoud, H. (2020). The Role of Artificial Intelligence in Teacher Professional Development. Ministry of Education, Teacher Training Institute, United Arab Emirates
Debell, A. (2019). How to use Mayer’s 12 Principles of Multimedia. Medium.
Pack, J. (Edutopia). Using AI to Enhance Universal Design for Learning.
Rosen, D. (2019). The role of Artificial Intelligence in Adult Basic Education. LINCS. Neelakandan, N. (2023). The Rise of Microlearning: Transforming the Way People Learn. E-Learning Industry.
Ghafar, Z., et al (2023). The Role of Artificial Intelligence Technology on English Language Learning: A Literature Review. Canadian Journal of Language and Literature Studies.
Peng, H, Ma, S, Spector, J. (2019) Personalized adaptive learning: an emerging pedagogical approachenabled by a smart learning environment. Smarter Learning Environments.
Hernandez, J., ChatGPT (2023) Empowering Adult Learners with Artificial Intelligence. Accelerant Solutions.
Amankwatia, T. (2023) A Modern Campus Illumination Using AI with Cognitive Apprenticeship Theory. Upscaling and Retooling. The Evolution.
Gaddis, M. (2018). How Artificial Intelligence can support-not replace-existing edtech. EDSCOOP.
Hui, F. (2020). The Impact of Artificial Intelligence on Vocational Education and Countermeasures. Journal of Physics: Conference Series. IOP Science.
LEADERSHIP CHARACTERISTICS
by Anthony Germade
“Instructors facilitate learning by creating, using, evaluating, and managing effective learning environments” (AECT, 2012).
I’ve found Collaborative Learning to be highly effective in e-Learning for adults. Creating a positive learning environment, whether in-person or via a webinar, will enhance learner participation. This is particularly important in the post-pandemic environment of Workforce Development which will continue to rely heavily on Distance Learning. Computer-supported collaborative learning (CSCL), “refers to engagements of teams using synchronous and/or asynchronous communication modes in ways that support and instructional goal” (Clark & Mayer, 2016). It is beneficial for adults who work in teams, even inter-departmentally, to transfer knowledge to each other.
Leadership can be defined in many ways. I feel that Servant Leadership is the best style to have in today’s educational environment. The old style of Authoritative Leadership does not work and can be harmful to students and adult employees. “Servant leadership is a leadership style and philosophy whereby an individual interacts with others-either in a management or fellow capacity-to achieve authority rather than power” (Kenton, 2022). As ISLLC Standard 1 states: “An education leader promotes the success of every learner by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.” A key condition of leadership in schools and businesses is having strong values and ethics. As principal or CEO, I would utilize my core values as the base of being transparent and fair. “Deeply held values become an operating platform that works in two directions: compelling constant internal alignment, and driving outward action” (Mirk, 2009).
Another primary characteristic of leadership is strong communications skills. “Leaders are expected to be skillful communicators who respect the diverse views of students, employees, parents, and peers” (Stader, 2017). Some of the key areas of communications that educational leaders must have include being a good facilitator and being well-versed in conflict resolution. “Conflict results whenever school leaders face a choice, especially when they are trying to find equilibrium between competing interests” (Stader, 2017). Good leadership also requires flexibility, adaptability, and the strength to make decisions, even when a positive outcome is not guaranteed. “School leaders are expected to make rational decisions in and irrational environment and defend these decisions based on established legal and ethical principles” (Stader, 2017). As a school leader, I would also portray a consistent sense of positivism and optimism. School environments are very stressful, and it is important that the school principal is always calm, decisive, and willing to exude courage. When considering all the legal, ethical, financial, and educational obstacles, the challenge of a principal is “to remain optimistic in the face of adversity (Rebore, 2001).
Goals for being an Ethical Leader
My goals for being an ethical leader include making the correct decisions at the appropriate time after taking all factors into consideration. “Ethical leadership is choosing to do the right thing based on sound reasoning” (Stader, 2017). I would also make it a goal to remember to treat everyone with respect, compassion, and empathy. “...ethical decision making requires considerations of how people should be treated and always involves the terms right, fair, or just” (Strike, Haller, & Soltis, 1998). Another goal would be to build an internal structure that includes strategies for problem solving, retaining integrity, and keeping ethical decisions consistent. “...future leaders require frameworks and ways of thinking about problems that encompass the full range of leadership requirements” (Begley, 2006).
I would also have the goal of remembering that ethics can be intertwined with legal issues. There are a number of potential events that can occur where a school leader must deal with school boards, state boards of education, and community leaders. My goal would be to practice the principles of ethical and legal decision making, which are: defining the problem, defining parameters, being the primary decision maker, and knowing that the only acceptable outcomes are those that are “legally and ethically defensible” (ISLLC Standard 5).
References
Mirk, P. (2009). Ethics by Example. Principal Leadership.
Rebore, R. (2001). The Ethics of educational leadership. Columbus, OH: Merrill/Prentice Hall.
Strike, Haller, & Soltis. (1998) The ethics of school administration. (2nd ed.). New York, NY: Teachers College Press.
Begley, P.T. 2006. Self-knowledge, capacity, and sensitivity: Prerequisites to authentic leadership by school principals. Journal of Educational Administration.
Rawls, J. 2001. Justice as Fairness: A Restatement. Cambridge, MA: Belknap Press of Harvard University Press.
Kenton, W. – Servant Leadership: Characteristics, Pros & Cons, Example. “Business Leaders” Investopedia.
Mill, J. S. (1998). Utilitarianism (R. Crisp, Ed.) New York, NY: Oxford.
Stader, D. 2017. Law and Ethics in Educational Leadership. Southeast Missouri State University. ISLLC Standards 1, 3, 5.
INSTRUCTIONAL DESIGN
“Opioid Overdose and Narcan Response” by Anthony Germade
Table of Contents
Overview …………………………………………………………....2
Introduction …………………………………………………………... 3, 4
Learning Objectives & Assessments. ………………………………. 4, 5
Learning Materials ……………………………………………………… 6
Learning Strategies ………………………………………………………7, 8
References ……………………………………………………………….9
Overview
This document is designed to be an Instructional Design unit developed and delivered as a training program. The intended audience are teenagers and young adults ages 14-21 who are at-risk for Substance Abuse and in particular, opioid addiction. This training is not intended to be part of an in-school class curriculum but is to be delivered at community nonprofit organizations where many at-risk youth attend with families members to receive free health education. The learning objectives, lesson materials, and assessments were chosen to align with their age demographic, academic levels, and Instructional Design theories.
This unit includes use of Bloom’s Taxonomy (Armstrong, 2010), as well as the use of Backward Design (McTighe & Wiggins, 1998, 2005), as a framework for this lesson, which can be delivered in three, 1-hour modules as part of an ongoing training session. The instructor will first provide evidence-based data which answers questions such as the following. What are opioids? How are their dangers? How are they acquired and consumed by youth? What health risks occur with opioid addiction? How can an opioid overdose be reversed? What educational and health resources are available for teens and young adults? How can the stigma of opioid addiction be solved?
Learners will watch see photos, graphics, animations, audio, and videos in order to get accurate representations of opioids and their effects. Testimonial videos will be included showing examples of individuals with lived experience with opioid addiction. Learners will also be given the opportunity to share personal stories with opioids. As part of the final module, students will be asked to perform a reenactment of a fake opioid overdose and practice administering the antidote, Narcan. This will involve the use of Experiential Learning techniques (Kolb, 1984).
As an added instructional element, all three modules will include staff members from the host nonprofit where the training will be held. The purpose of this is so the instructor can include the Train-the-Trainer model as part of the lesson plan so the staff can offer similar trainings in the future. Finally, the training program will be recorded on video and made accessible online to all learners affiliated with the nonprofit organization and for those who could not attend in person.
Introduction
As Substance Abuse and opioid awareness are difficult topics for young learners, I, as the instructor must conduct the training with compassion, empathy, and take the utmost caution so as not to trigger any learner who may have had negative experiences with opioids. However, the lesson will include terminology about different types of opioids and Substance Abuse topics, and they will be expected to learn them.
Knowing that the 14-21 age demographic will include learners on a variety of academic, cognitive, and life experience levels, I must take that into account when designing learning materials for each of the three, 1-hour lessons. Technologies I can use to supplement the instruction include the program Diffit, which allows learners to accumulate data on opioids, use interactive slides to show different kinds of opioids, provides a vocabulary practice section, and a visual map that can be used to show steps to take in the event of an overdose. Another media teaching tool is PlaySmart (graphic below), an interactive application where learners can learn knowledge and build on skills and decision-making concerning Substance Abuse and opioid challenges.
As this training unit is part acquisition of knowledge and part learning a skill, it identifies with the three core elements when considering media and technologies, content, content structure, and skills. (Olson & Bruner, 1974). Learners will learn the basic knowledge of opioids and then the skills needed to assist someone experiencing an opioid overdose.
Lesson Objectives & Assessments
ADDIE (Analysis) - Objectives - LO1: Identify problem-Opioid addiction and deaths are a major healthcare issue. The objective is to create more awareness on the dangers of opioids in teens and young adults with the goal of reducing overdose and deaths. Teens and young adults lack the for prevention.
Assessment - Learners will be given an oral and written quiz on the data presented at the end of each model, consisting of 10 questions.
ADDIE (Design) - Objectives - LO2: The outline strategy of three, 1 hour training sessions. Delivery methods are in-person or virtual and recorded for online reference post-training.
Assessment - Peer to Peer feedback – At the end of the 3-hour training, learners will discuss their knowledge, experiences, and thoughts on opioids. A digital tool such as Survey Monkey can be used for learners to fill out the 20 questions.
ADDIE (Develop) - Objectives - LO3: Course content is developed to include lecture notes, videos, graphics, photos, and 2 animations.
Assessment - Learners will watch all multimedia content and offer feedback on what content was most effective.
ADDIE (Implementation) - Objectives - LO4: The 3 hour training module is delivered to the learners in one day. The content is a mixture of lectures and multimedia.
Assessment - At the end of the last module, 30 minutes of Q & A will be available for learners to ask the instructor questions on opioids. It is an open-ended session. Learners will also fill out the survey.
ADDIE (Evaluation) - Objectives - LO4: The instructor will take the learner surveys after the training session and ask learners for feedback. The instructor can also assess the training session by studying the videos of each module to listen to learner feedback. A rubric of categories will also be used.
Lesson Objective Rationale
Lesson Objective 1: To analyze the problem to be solved. (Analysis)
Rationale: Opioid addiction and overdose deaths are at epidemic proportions in the U.S. and in Louisiana. Learner profiles and demographics are teens and young adults ages 14-21. In identifying learner space, the training would be at a nonprofit, community center that offers programs for at-risk youth and young adults. The nonprofit’s staff would be included in the training.
Lesson Objective 2: To plan out the deliverables. (Design)
Rationale: A storyboard design for the deliverables such as videos and animations would be beneficial for this training as the learners are teens and young adults and are better stimulated by visuals and multimedia. An example of technologies used are iMovie for video editing, Canva for graphics, and Adobe After Effects for animations. Photos and graphics of different kinds of opioids are highly useful for learner identification.
Lesson Objective 3: To ensure content credibility. (Develop)
Rationale: To decide if the content will be created by the instructor/trainer or a third-party supplier. Issues such as budget, image copyrights and licensing must be researched and the production values should be assessed.
Lesson Objective 4: To deliver content in an engaging manner. (Implement)
Rationale: Tools provided to learners are laptop computers so they can watch video and animation content online and also fill out a digital assessment form. They can also take notes in preparation for Q & A. The instructor conducts the delivery of the training in segments including opioid data for the demographic of the learners, opioid identifications, prevention and intervention methodologies, overdose descriptions, revival techniques, and community resources for substance abuse.
Lesson Objective 5: To evaluate and assess the training. (Evaluate)
Rationale: As part of the training in the final hour, the instructor will have the learner’s breakout into small groups and offer opioid related scenarios for them to discuss. This also acts as a team building exercise. Final training evaluation and assessment can be done through Survey Monkey (or hand-written) answers to 20 questions. The final 30 minutes will also be dedicated to an open discussion forum facilitated by the instructor.
Learning Materials
Taxonomy - Remember
Objective 1 - List the definitions and different types of opioids and treatments.
Learning Materials - Lecture/PowerPoint presentations. Independent learner scenario - Opioid terms/images.
Assessment - Learners will be quizzed on opiod terms and identifications of types via images.
Taxonomy - Apply
Objective 2: Identify and categorize items in levels of use and danger.
Learning Materials - Difit app to visualize and categorize content. Small groups in breakouts.
Assessment - Instructor can use Diffit, an app to visualize and categorize content.
Taxonomy - Analyze
Objective 3: Analyze opioid data to determine what is appropriate to deliver to learners.
Learning Materials - PlaySmart app used to investigate details of opioid reactions, delivery methods, and dangers. Small, collaborative groups in breakouts.
Assessment - Instructor offers open discussion to get feedback from learners and nonprofit staff.
Instructor offers open discussion to get feedback from learners and nonprofit staff
Taxonomy - Create
Objective 4: Conduct fake opioid overdose scenario using learners as actors in roleplay.
Learning Materials - PowerPoint to show learners each step of overdose process. Use actual Narcan inhaler, cell phones to call 911, and instructional videos and animations that teens can watch on cell phones.
Assessment - Instructor asks and records learner feedback on how they felt about the overdose reaction exercise.
Learning Strategies
As this is an informative and hands-on training, it is identified as Experiential Learning and Problem-Based Learning (Nilson, 2010). It identifies as Experiential Learning (Kolb, 1984) because it involves:
1. Beginning with the outcome in mind (also Backward Design)
2. Creating authentic experiences
3. Allow for learner independence and leadership
4. Reflect on what was learned, experienced, and applied
It identifies as Problem-Based Learning because it involves:
1. Working in groups
2. Taking on leadership roles
3. Oral, written and visual communication
4. Self-directed learning
5. Problem solving
Backward Design (McTighe & Wiggins, 1998, 2005) is relevant as it focuses on:
1. Designing with a positive outcome in mind (teaching Opioid overdose prevention and intervention)
2. Instructor led facilitation is critical in encouraging teens and young adults to share their stories and empower themselves and their peers.
3. Utilizing planned activities such as roleplay with practicing Narcan delivery to an opioid “victim.”
RESEARCH PRACTICUM ON MENTAL ILLNESS & OPIOID AWARENESS
This practicum project will focus on e-Learning and Multimedia content development strategies delivered by Karman Line Learning, a Mental Health & Addiction training business. My presentations and training programs utilize videos, graphics, Multimedia, websites, and animations to emphasize creative solutions on Mental Health topics. These topics include Suicide Prevention, Basics of Mental Illness, Mental Health Community Resources, Opioid Awareness, and more. The target audience is adults and youth who have lived experience with a diagnosed Mental Illness or drug addiction. The trainings are also for those who have a child, teen, spouse, relative, or friend who have a Mental Health or addiction disorder. The trainings help empower the trainee to offer information, support, and assistance to their afflicted loved one.
PROBLEM STATEMENT
One out of every five Americans have been diagnosed with a Mental Illness. In addition, suicide and opioid overdose deaths have both reached epidemic proportions. It is critical that professional trainers make better use of today’s powerful technologies, such as Multimedia, e-learning, and Artificial Intelligence to provide informative and effective solutions to the public. Mental Illness and addiction are topics that have been avoided and stigmatized by the general public, media outlets and even by educational institutions. For decades, instructional films, videos and other content tended to be dull, uninspiring, and ineffective. Trainers and producers traditionally use the same methods of content to discuss Mental Illness and addiction problems and solutions. These usually consist of “talking heads” or just text on screen showing statistical information that fail to engage audiences and do not result in good retention of information and transfer of knowledge. Other significant problems related to educational training in Mental Health include obstacles to certain demographics and populations, such as:
1) Lack of transportation and access to educational resources such as libraries and community health centers.
2) Lack of technologies in homes of the disadvantaged such as computers, Internet service, and smart phones. This limits their ability to access training webinars.
3) The stigma that afflicts the areas of Mental Illness and addiction. Organizations and businesses are reluctant to hire trainers to teach their employees current Mental Health and addiction data and solutions due to it being a “taboo” subject. Trainers must find ways to break down these barriers and deliver content. One way is to offer more engaging content utilizing technology.
4) Lack of technology skills by many trainers. Many trainers are reluctant to learn new technologies and utilize them in training presentations. Many do not also understand the needs of today’s Adult Learner. One solution I can offer is to use the Train-the-Trainer model to help other trainers.
Research has found that today’s Adult Learners have different needs than in previous years. These include the need to be interactive, engaged, participatory, results oriented, and receive faster, flexible delivery in more convenient settings, such as home-based webinars.
DELIVABLES/ARTIFACTS
This site was developed using Google Sites. It is designed to exhibit e-Learning,Multimedia, and Artificial Intelligence content and theories from my Ed Tech program that can be included in Adult Learning training deliverables. For e-Learning, these include versatile trainings such as synchronous webinars that include live videos, images, Powerpoints, and animations that trainees can better engage with. Webinars can also save clients time and money, rather than bringing in trainers for in person delivery. Asynchronous formats such as prerecorded videos and Multimedia can also be used so that audiences can have flexibility in learning the content at their convenience.
This site will include examples of animations I’ve produced for clients that are creative and engaging. They include content geared to educate children and teenagers and the dangers of opioid pills. I will also incorporate ideas and concepts on how instructional design curriculums can benefit clients for larger trainings, such as Suicide Prevention for business audiences.
This site will include links to data and information on the need for better Mental Health and addiction trainings for all populations. For example, the best way to educate children and teenagers on a difficult topic such as Mental Illness to use rich media, graphics, gamification, and interactive storytelling.
This site will include links to video testimonials on Mental Health and addiction that includes graphics, text, and other Multimedia artifacts that will result in better retention for trainees. I will also provide samples of how Artificial Intelligence can be used to dramatically improve presentations and trainings. Links to AI training examples will include a video showing a headset and vision device which utilizes a software that replicates the auditory, visual, and sensory experiences that people with Mental Illness can sometimes experience. This type of AI training can be very powerful with the appropriate clinical supervision.
Regarding Multimedia and e-Learning, content development, videos, animations, and other training methods must be creative, powerful, and brief. They should also be personal and include the concept of storytelling as much as possible. One example of this is the “In Our Own Voice” presentation used by many Peer Support Specialists who have overcome their Mental Illness or addiction by telling their personal stories to others. These examples can be video recorded and formatted into interactive e-Learning tools and distributed to audiences via websites viewable on computers, TV’s, or smart phones. They can also be included in instructional design curriculums.
This practicum will also reflect on the importance of Mayer’s 12 principles of Multimedia that are applicable to training in Mental Health and addiction. One example is the Redundancy Principle, which consist of graphics and voice over narration, as opposed to just text on-screen. Another is the Temporal Principle, where voice, images, or videos are shown at the same time, instead of in the traditional linear fashion.
REFLECTION
In addition to wanting to shift my career to Training and Instructional Design full-time, a primary reason for my interest in the Educational Technology program has been due to the pandemic. That event not only resulted in far more Mental Health and addiction challenges but also helped revolutionize how educational trainings are designed, created, and delivered. I feel that hybrid learning, both in person and remote, will continue and only become more powerful and essential, particularly with the increasing power of technology and the advent of Artificial Intelligence. Remote and e-learning also cuts travel and other costs for businesses and especially nonprofits, for trainers to deliver their programs.
Another challenge I have is to do convince clients to not be concerned about the stigma of Mental Illness and addiction and offer these trainings to their employees for their own benefit. Sending potential clients training sample artifacts of my presentations can be a very strong asset. These samples can include content that will be in my e-portfolio, such as websites, links to videos and animations, analytical data, and rich media that shows the tremendous need for trainings in these areas.
In addition, my goal for this practicum and Ed Tech program is to learn the information and technology tools necessary to become more proficient and credible in the theoretical aspects of Adult Learning while incorporating Instructional Design, e-Learning, and Multimedia content into my training presentations. In this way, I will be able to offer my clients a variety of content and deliverables that are more powerful, engaging, and empowering for the needs of their employees and constituents.
REFERENCES
Prasad, R.K., - (2021). “A Training Manager’s Guide to What Rapid elearning Is And What It’s Not.” eLearning Industry.
Walsh, K. – (2017). “Mayer’s 12 Principles of Multimedia Learning are a Powerful Design Resource.” Emerging EdTech.
Clark, R.C., Mayer, R. – (2016). E-learning and the Science of Instruction.
OTHER RESOURCE ARTICLES
PEDAGOGY & ANDROGOGY - WHAT’S THE DIFFERENCE? Pedagogy & Androgogy
PROFESSIONAL DEVELOPMENT FOR EDUCATORS USING ARTIFICIAL INTELLIGENCE. PD & AI
ADAPTIVE & PERSONALIZED LEARNING IN ONLINE EDUCATION
ARTIFICIAL INTELLIGENCE, AUGMENTED REALITY, MIXED REALITY, & VIRTUAL REALITY
Beyond AR vs. VR: What is the Difference between AR vs. MR vs. VR vs. XR?
The Multiple Uses of Augmented Reality in Education
10 Characteristics of 21st Century Learners 21st Century Learners