Too often, conference education programs are structured in a way least preferred by, and recommended for adult learners – motionless heads talking at an audience. However, research has shown:
The adult learner is primarily independent/self-directed in what he/she learns.
Handouts and materials you provide help adults learn on their own after your session is over.
The adult learner has considerable experience to draw upon.
Present information and solicit the participants for experiences they have had in the past with the topic. Ask participants for solutions to problems, to share ideas and/or to debate opinions.
The adult learner is most apt to be interested in topics that relate to the developmental stage of their life.
Organize your presentation, or small group discussions, according to participants stage in life – adults who are beginning their career in one group, those in mid-career in another, and those who are well established in their career in another.
The adult learner is most interested in information and ideas that solve problems that they are presently faced with.
Make your presentation problem-focused rather than just information-focused. Use real world examples offered by participants and/or compelling case studies.
The adult learner is most interested in information that can be immediately applied.
Focus on ideas that the participants can put to use immediately. Ask participants how they will be using, making application of, the ideas and information presented.
The adult learner is motivated from within him/herself.
Recognize and respect that each participant places a different value on education and learning.
Adapted from "Characteristics of Adult Learners and Implications for Teaching Technical Information" by S. Joseph Levine, Ph.D.