Applying Learning Theories

Regardless of where nutrition education is applied, understanding learning theories may help the educator develop successful lessons that are relevant and implementable by their students.

Research on learning emphasizes that good learning opportunities (whether in nutrition, education, or professional development) should allow the learner to acquire deep content knowledge that converts them into an expert. This is not an easy feat considering that learning takes a considerable amount of time, more than most one-hour education sessions provide.

According to Northern Arizona University researchers, learning requires two elements: 1) a social context which helps maintain high levels of motivation, and 2) active components that allows the learner an opportunity to engage with new concepts, (1).

These two elements can also be incorporated into larger learning theory framework that acknowledges what adult learners value.

In the Adult Learning Theory by Dr. Malcolm Knowles, adult want education that is goal-oriented, practical, and applicable. The assumption then is that adults want more "how-to" information rather than background or "what is this" information. In addition, adult want their past experiences acknowledged by being given active opportunity to share voice and direction of their learning, (2).

Modeling the Theory

There are several ways to apply the learning principles of time, social context, active engagement, applicable, and use of past experiences described above.

My blog post entitled, "Professional Development for Mixed Audiences" explores how educators can used technology-infused models to overcome the constraint of time and provide differentiation for audiences of various skill- and knowledge-levels.

In another post entitled, "Honoring Adult Learners: Could a Facilitator Model Improve Professional Development Outcomes" discusses a shift in the teacher-student paradigm where students take a more active role in their learning through collaborative activities while the teacher provides learning facilitation.

References

Gess-Newsome, J., Blocher, M.J., Clark, J., Menasco, J., Willis, E.M. (n.d.) Technology infused professional development: A framework for development and analysis. Available from: https://www.citejournal.org/volume-3/issue-3-03/general/technology-infused-professional-development-a-framework-for-development-and-analysis/
Vlad-Ortiz, C. (2018) Honoring adult learning: Could a facilitator model improve professional development outcomes? Available from: http://professorvlad-ortiz.org/honoring-adult-learners-could-a-facilitator-model-improve-professional-development-outcomes/

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