learning Tag Archives - General Assembly Blog

Think of a great learning experience you’ve had. 

How would you describe it? You might say:

“Interactive,” “Engaging,” “Hands-on,” “Relevant,” “Practical,” “Digestible,” “Clear and easy to understand,” or “Fun!”

We’ve asked this question hundreds of times, and the answers are rarely surprising. Yet, when we ask another question, “How many of the classes you’ve taken actually fit these descriptions?” sadly, the percentage is often quite low — but not for our students. 

At GA, we’ve mastered the magic of delivering great learning experiences for each student and client. 

Interested in what this means? Read on. 

Principles of Andragogy

Andragogy is an esoteric term meaning the method or practice of teaching adult learners. If this is the first time you’re seeing the word “andragogy,” you’re not alone. 

The reason we mention this term is that we’re often asked about our “pedagogy”, in reference to our learning theory. Considering that the word most commonly used to discuss learning theory (pedagogy) has a prefix that means “relating to children” (ped) says something about the way society thinks about education. Namely, that learning is primarily for children. This has never been less true than it is today, where even successful professionals with years of post-graduate education and executive experience need to continuously upskill to keep pace with our rapidly changing world — now more than ever.

The distinction between andragogy, the adult learning methodology, and pedagogy, the children’s learning methodology, is important because while many good learning experience qualities such as engagement and interaction apply to both adults and children, there are some key contextual differences.

In both cases, excellent educators reference Bloom’s Cognitive Taxonomy to ground their courses in observable learning outcomes, and aim for active, hands-on learning with multiple opportunities to check for understanding and provide feedback along the way. 

However, we all understand that adulthood differs from childhood. As adults, we have an abundance of two things children typically have less of: choice and responsibility. 

What does this have to do with learning design? When you start thinking about taking a course or changing your career as an adult, you are plagued with different considerations than you had in grade school:

• Is this worth my time and money? 
• Will I be successful in learning this? 
• What kind of people are going to be in my class? 
• Will this be useful for my unique set of circumstances?
• Should I just Google it? 

Designing for the Adult Learner

Six key actions tend to assuage adult learning anxieties, and help learners construct individualized meaning from a shared learning experience:

We know that adults learn best when they are active in the learning experience, when they are working toward solving a realistic, relevant, and interesting problem, and when they can show up as a whole person with individual experiences, goals, and preferences. Adults are not empty vessels… they are fully developed and experienced individuals.

So how does this knowledge impact our approach to learning? We design classes where the instructor does not just push information to the students; the instructor creates space where students can share their perspectives, be social, build connections, hear from other people, stretch their minds, and enjoy the process. 

If you’re having trouble picturing a unique GA learning experience, here is an example of what it looks like in practice: 

As a warm-up activity, we ask groups of participants to “be the search engine.” We give them printouts of five different Google search results from a previous search we conducted, such as “lunch.” We then ask them to arrange those printouts in the order they should be returned to the searcher in response to a few rapid-fire search queries, such as: 

• “Lunch” 
• “Best Restaurant to Take Clients” 
• “Vegan Lunch Downtown” 

This succession of questions leads students to look at the details of the pages — their titles, contents, references to location, date published, etc. — to make and discuss these decisions. These details are factors of how search algorithms work and factors they will need to optimize for in their SEO strategies. 

The exercise illustrated above takes about ten minutes, roughly the same amount of time it would take the instructor to explain how search engines work. However, the exercise primes the students with decision-making, real-life engagement, and meaningful, useful information that can later be built upon. Most importantly, the students have not just heard the information; they have processed it — and had fun along the way.

Instructional Design in the Digital Age 

At GA, we deliver learning across two spectrums: the experience spectrum, which ranges from absolute beginners to field professionals seeking to remain current, and the duration spectrum, which ranges from 20-minute eLearning modules to 12-week, 480-hour immersive courses.

Designing a relevant and active learning experience across these spectrums is not easy, but it’s core to our proven success in digital skills education over the last nine years. Our instructional design practices are rooted in: 

1. Modern Digital Design Practices
2. Learning Theory and Sciences

Understanding each of these fields helps us to better utilize the other. 

Modern digital design practices include user research, design thinking, agile development, data analysis, and rapid iteration. These practices are typically core drivers of the last 30 years of technology innovation, yet too many educational institutions have been slow to embrace them. By leveraging these more modern practices into our instructional design process, we can make better use of learning theories and sciences that largely emerged in the 20th century, including the behaviorist learning theory and constructivist learning theory. 

For example, Nir Eyal’s book, “Hooked: How to Build Habit-Forming Products,” elaborates on a behaviorist learning theory used by UX designers and product teams to keep users coming back to their platforms. Think of that addictive social media feed, or how you can’t resist tapping an app with a big red notification bubble…

This behaviorist strategy is also well-suited for learning beginners just starting in a field, or those independently working through material on a digital learning platform. Through data analysis, we’ve seen this user need come through in myGA (eLearning) lessons via requests for “more knowledge checks,” and we’ve added them accordingly. Those frequent checks help learners gain confidence and validate their understanding, which is particularly important in the absence of a live instructor. 

As a learner “climbs” Bloom’s taxonomy into greater depths of knowledge in a field, frequent, short exercises start to become irritating, and gamification attempts can feel juvenile. We’ve seen this in students’ feedback on long-form courses where they’d prefer fewer activities. This feedback led us to consolidate those activities into select, more robust exercises. 

Meaningful, more robust exercises are examples of the constructivist learning theory, which suggests no singular “truth,” and each individual will derive a personal meaning through action and reflection. At GA, this shows up in all of our long-form courses, where in the end, students solve real-world business problems of their choice in a capstone project. 

Guiding learners to make their own meaning through project work is great when you are leading a classroom of professionals in solving a business problem using new digital skills. Still, it can leave people lost in certain scenarios, i.e., if applied in a room full of first-time programmers trying to understand what a Python loop is. That’s why both constructivism and behaviorism strategies are effective for different purposes. 

Through user research and data analysis of the thousands of learners collected over the years, we know how to deploy the right strategy at the right time, and iterate in rapid cycles based on continuous feedback from our instructors and learners. 

Bringing Everything Together

We’re passionate about delivering best-in-class education, and hope a deep dive into our approach to learning has provided some helpful insights as you explore an upskilling journey that will ensure both personal and professional growth for your teams.

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Alison Kashin is the Director of Instructional Design at General Assembly.

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Since 2011, General Assembly has trained individuals and teams online and on-campus through experiential education in the fields of technology, data, marketing, design, and product. Learn more about how we can transform your talent, and our solutions to upskill and reskill teams across the globe.