When audiences need your information, do they have an on-demand way to get it? Scroll to the bottom article for this article.
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Adult Ed 101: Task Orientation

Adult training and continuing education should focus on work performance goals. Therefore, your presentation should have a clear task in mind for the learners. 

Your goal should hone in on a task that will improve the learners' work practice in a single area. 
If you have an hour, break your presentation into 15-minute segments that approach the single task in four different ways or in four different contexts or case studies.

Design the learning experience to give more depth to the task each time - either getting at different parts of a theory, reasons why the task is done (encountering different reasons in each context or case study). 
When you do this, tease the audience with knowing there are four parts- save the juicy one for last. They'll be more likely to stay tuned in.

No apologies.
Presenters should come across as confident and knowledgeable - therefore credible in the eyes of your audience.
Do not immediately lose that credibility by apologizing that you are nervous or sick or late or whatever.
Just jump right into your content.
Limit text and bullets.
Break up the slides placing a single bullet on each slide with a single image illustrating that point. This keeps your audience's attention from skipping ahead on your slide.
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Do you have a way for learners in your session to access your lesson content after you are finished? I mean more than sending the slide deck, more than saying "here is my email address"? 
This research looked back at follow up of asthma patients who had received an educational intervention during an emergency room visit versus those who did not get education. They found that follow up was stronger in those who had been educated versus those who had not. One in six patients in the educated group completed the full follow up protocol. 

That's 16%. 

What percent of your learners completely integrate what you teach them? It's difficult to know. I recognize that. 
Let's look at some factors in this study that might help: 

  • Education was at the moment of need

  • Only one group mentioned in the study received educational literature to take with them or access later

On-demand education allows learners to access what they need exactly when they need it. Just enough, just in time. Conferences and special meetings do not fit this profile. This factor alone likely decreases the follow up integration rates you would see. 

Handouts are an important part of creating a lasting impression.
They are usually tucked into a folder for later then put on a shelf somewhere to be thrown away later.
What if you could create something that your learners could access and use in their moment of need?
If your handout was more than a rehash of your bullet points, but provided practical on-the-job guidance, this would fit the bill. And would keep it out of the recycling bin. 

This goes a step further toward translating continuing education into continuing practice. 

Link to the full study:

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