Discuss the applicability of the adult learning models, such as McClusky, Illeris, or Jarvis, as applied to

the conceptual models presented this week. Are they true extensions of older work? Why?

According to Merriam, Caffarella and Baumgartner (2007), the Jarvis model indicates that people learn
by incorporating all five senses. This whole-body or whole-self approach derives knowledge from the
experiences of using the senses. I think that this model very closely relates to the 21st Century approach
to learning. Our learning is influenced by what we hear, see, feel, etc. and we have emotional responses
to the learning experiences. These responses are unique to the individual learner. These ideas are not
entirely new, but have been defined so that each aspect is more apparent. The soft skills that
incorporate the senses are needed more today and they their significance are more appreciated now
than in the past. People are not machines and we need to work with others, express creativity, think
critically, and be able to solve problems effectively.

Review the infographic in terms of how hierarchies occur within organizations, whether in academics or
corporate settings. Would the application of these conceptual models help the individual within each
description achieve true learning? Why?

Each of the hierarchies would benefit from critical thinking, problem solving, collaboration, and
creativity. All of these skills may not be openly welcome in every sector, but they could be very
beneficial. People work and learn more effectively if they do no operate in silos. Information sharing
and experiential learning adds value to any type of organizational structure.

Describe how it is your role as instructional designer to determine your target audiences cultural
context and how this taxonomy assists you to work towards the best learning options for the audience.

Knowing someones background, values, prior experiences, and how they approach learning are all very
important for designing learning to have the most impact on the learners. For example, my husband is
more of a visual learner and can watch YouTube videos to learn how to do something. He does not do
well by reading instructions. I can read instructions and do just fine, as long as the instructions are
written well. I work with several groups of individuals will different backgrounds. Our linemen may not
be very knowledgeable with using computers, but our engineers may be well versed in using them. I
would approach learning design differently depending on which group of employees would be involved
in the training.

Summarize with an explanation of times when these conceptual models would be the most suited to
support learning.

The Smart Practice Deeper Learning process would be very applicable in teaching our balanced
scorecard committee how to develop the measures and design the balanced scorecard within the
QuickScore software that we are using. We work as a team to discuss the best approach, so it is a
collaborative process. We have made mistakes and learned from them. We have decided that its okay
to make mistakes. We just view it as another way that didnt work and keep on going. I like this model
because it provides a solid framework for effective learning in a group setting. A school environment
would be a good environment to incorporate this model as well. We each have different levels of
perceptions and various types of experiences. These differences make the learning experience more
rich and meaningful. I am one of three power users for the QuickScore software on the balanced
scorecard committee. The three of us collaborate on our ideas and concerns as we theorize and
develop the structure of the scorecard within the software. It is very helpful to bounce ideas off of each
other and sometimes we have to try things out to see how they work within the software before we
know the best way to set it up. We then discuss our findings, problems, recommendations, concerns,
etc. so that we can come up with the best solution that will meet the needs of the team and the
organization.

Reference

Merriam, S., Caffarella, R., and Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide.
San Francisco, CA: Jossey-Bass.