As leaders in the business of lifelong learning, we often focus much of our time and money trying to design and deliver impactful learning experiences – whether that’s choosing the most knowledgeable subject matter experts we can find or trying to incorporate best practices about how adults learn. But the reality is, learning is a two-way street and none of this matters if the learner isn’t engaged and doesn’t embrace responsibility for their own learning.
In this episode of the Leading Learning podcast, Celisa and Jeff discuss a concept they hope will become a trend: learner responsibility. They talk about why we need to reassert the learner’s responsibility for learning, what it requires, and how we can support learners in embracing that responsibility.
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Read the Show Notes
00:20 – In this episode, we’re going to talk about a topic that we think should be a trend, but isn’t as far as we can tell – and we invite listeners to disagree on our assessment by leaving a comment here in the show notes.
01:02 – The trend that will be discussed came to mind while planning for the Leading Learning Symposium which takes place next week on October 24-25. The event, designed specifically for senior leaders at organizations in the business of lifelong learning, got us thinking about how learning happens.
01:35 – Jeff talks about the positive trends in adult lifelong learning over the past several years. Specifically, more organizations have recognized the need to do a much better job of grounding learning experiences in what we actually know about how adults learn. We need to move away from the excessive emphasis on lectures that has characterized adult lifelong learning from time immemorial. We also need to provide more opportunities for adults to interact and collaborate with each other, to learn from each others’ experiences, and to engage in various approaches to making learning stick. Jeff acknowledges that there have been improvements in this area across organizations and notes that we try to model it our Leading Learning events – Leading Learning Symposium and Learning Technology Design.
03:29 – Celisa previews the trend that will be addressed in this podcast – the need to reassert the learner’s responsibility for learning.
04:23 – The reason learner responsibility is so important is because meaningful learning requires effort. Jeff explains that it requires effortful retrieval, a concept highlighted in Make It Stick: The Science of Successful Learning. The book is one of the Emphatically Recommended Readings™ for the upcoming Leading Learning Symposium and we also interviewed the book’s co-author Peter C. Brown in a previous podcast episode.
05:34 – Related to effortful retrieval is the idea of self-testing. There has been great research by John Dunlovsky and others to find out what the most effective strategies are that actually lead to better learning. Dunlovsky’s research only identified two strategies and self-testing was one of them.
06:19 – Another key technique for engaging as a learner is distributed practice or what is often referred to as spaced learning. This is the idea that you need to practice something at intervals over time in order to really learn and apply it. This is related to deliberate practice and draws on the work of Anders Ericsson that has been established through years of research. Malcom Gladwell also popularized this and the concept of 10,000 hours of practice in his book, Outliers (this is also summarized in Ericsson’s recent book, Peak: Secrets from the New Science of Expertise). Essentially, in order to be effective, you need to put in effortful, deliberate, practice designed to stretch yourself.
07:51 – The commonality across all of the above is that they are highly dependent upon the learner – the learner has to be engaged, motivated, and disciplined. We as facilitators/instructors can’t do it for the learner, the learner has to do it for herself. As developers of learning experiences, we can and should do as much as possible to facilitate all of these things. But we shouldn’t delude ourselves that we can design “learning experiences so perfect that no one will need to try”. Learners simply have to step up if real learning is going to happen. While this is easy to say, it is not necessarily easy to achieve.
09:26 – There is a “rub” when it comes to adult learning – namely, that most of us are not all that well prepared to be effective adult learners. Our traditional approaches to schooling simply have not taught us enough about how to be effective learners. We have to look at how we can best help the learners understand how best to learn.
10:27 – A further discussion about how many of us haven’t learned effective learning strategies, particularly those who have already entered the other fifty years and are beyond the influence of the K-12 and higher education systems. This is an area that needs to be addressed and it falls to the organizations serving them to help bring about this sense of learner responsibility and accountability.
12:03 – Celisa and Jeff share 3 things you can do to address this:
- Integrate education about learning into major member touch points:
Education in how to learn effectively should be an integral part of every major meeting – part of the opening and closing sessions and woven throughout. It could also be a complement to a Webinar series and other forms of online learning, and can also be discussed in publications. It should be addressed frequently and consistently, using good learning practices. This doesn’t have to be a patronizing practice and even if anyone is already familiar with the concepts, it is still helpful to keep reminding them because it needs to be shared over time.
- Fully enlist and support subject matter experts:
Presenters and other subject matter experts tasked with facilitating learning need to be on board with educating learners about learning and need to be educated themselves.
- Be an avatar of learning:
If we expect our learners to do more than go through the motions when it comes to lifelong learning, to fully embrace responsibility, then we must do it ourselves. In many cases, we don’t make the time to embrace good habits in our own professional development and lifelong learning. As Celisa has argued before, to be a leader is to be an avatar. Jeff notes that part of this is risk-taking and shares an example of how they’ve modeled this at the Leading Learning Symposium with the use of “hot seats”.
18:48 – Jeff explains the importance of creating a culture of learning. He talks about how they have a standard survey question that asks how often people are attending any sort of formal educational experience (online or face-to-face). Although this isn’t a perfect measure, it is a sign that there is a culture of learning and education across the audience that’s being served. As a leader in your organization, you should celebrate the concept of learner responsibility because it is a fundamental concept to any organization’s mission that has continuing education, professional development, and lifelong learning as part of the services it’s providing.
20:52 – Celisa adds that the idea of learning is integral to being a leader – in order to lead, you need to be learning. Check out our podcast where we discuss what it means to lead learning. You can also read Jeff’s blog post to learn more about learner responsibility.
22:15 – Wrap-Up
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24:13 – Sign off
Don’t Miss the Leading Learning Symposium
The Leading Learning Symposium is an annual event designed for leaders at the director level and above in organizations that focus on lifelong learning either as their main business or as a major line of business. It’s goal is to help organizations navigate the rapidly evolving market for lifelong learning and dramatically boost the reach, revenue, and impact of their continuing education and professional development businesses. The 2016 Leading Learning Symposium will be held in Baltimore on October 24 and 25. To find out more, visit the event Web site.