Technology coaches must understand that adults are already expert learners and want their existing professional knowledge and expertise to be valued. Typically, adults prefer self-directed learning and topics directly related to their work. Generally, adults learn better from actively constructing knowledge through solving problems or by producing practical products with peers.Since reading that, I've been having a hard time separating adult learning theory from some larger pool of learning theories. Don't these words, for instance, encourage tech coaches to do what many classroom teachers already do? Aren't the bits about adult learners true for any age group? Aren't embracing self direction, craving relevance, problem-solving, and making useful stuff (often through teamwork) coins of the realm for learner efficacy, regardless of age? Adults can't lay sole claim to this expertise, nor should they.
What the passage implies as a need for tech coaches to focus differently to serve their audience, feels to me more like learning business as usual. Not all adults are expert learners, and not all expert learners are adults.