What should an instructional technology coordinator keep in mind when planning professional learning for adult learners?

Understanding that adult learners may resist information that conflicts with existing knowledge is crucial when planning professional learning. This principle stems from the adult learning theory, which emphasizes that adults come into learning environments with a wealth of experience and established beliefs. When new information challenges or contradicts those beliefs, it can lead to resistance, as individuals are often protective of their prior knowledge. Therefore, an effective instructional technology coordinator should incorporate strategies that acknowledge these existing beliefs and facilitate open discussions that allow for the integration of new ideas without dismissing the learners’ prior experiences.

Incorporating facilitation methods that provide opportunities for reflection, discussion, and exploration of how new information can be harmonized with what adults already know can significantly enhance their learning experience. This approach not only addresses potential resistance but also fosters a more engaging and collaborative learning environment, making it easier for adult learners to accept and integrate new concepts.