In Mitigation of guilty hate-speech practitioners

The outbreak of hostile racist hate speech in  tweets recently  has given me more food for thought about what I said on the two-edged sword. I am working through Eubsebius McKeiser’s  excellent book “Run racist run” to try to understand these issues better.

In listening to family and friends discussing the topic it’s clear the general feeling is that Penny, Justin and Chris are  guilty of racist remarks and the apologies were poor. (Chris is not racist but nevertheless guilty  if for no other reason than he should know better than to utter remarks in a manner that is potentially explosive. We all often hit the send button a bit too soon) .

But hearing these discussions and viewing tweets, showed some empathy exists for the guilty.  Why? Continue reading In Mitigation of guilty hate-speech practitioners

How Adults Learn

adult learning infographicA adult learning infographicB
adult learning infographicC
Applying the principles is easier said than done, but here are some pointers:

Explain why the skills are being taught: the main motivator is aspiration: to increase income or status, sometimes a role model is important, like their boss or Warren Buffet or Bill Gates, so they decide what they need to learn by finding out what the role model knows.

Create task oriented training: use tasks which are life-like and use the learner’s wide experiential base as a resource. Make it challenging, not trivial!

Allow adults to learn from their mistakes:

Use formative assessments which the learner can redo. They like to do the questions over and over again until they score 100%! And so what if the summative is now 100%? They’ve learnt!

And to my mind the most important and unfortunately not reflected on the infographic:

Adults will learn until they find the  answers to what they want to know- and then they stop! Why learn more than what you need to solve the immediate task? That doesn’t mean they will not bookmark something for more intensive or continued reading later. This has important implications for the ID:

  1. get the MINIMUM outcomes absolutely well defined, “what is the minimum the learner must be able to do ?”
  2. Filter out any material that does not meet this requirement. If you still think it may be important, make it a “nice to know”, with no assessment.
  3. “Take aways ” should reflect the Minimum