I just released my new book The Army Learning Concept, Army Learning Model: A Guide to Understanding and Implementation. This book clearly presents and explains what the Army Learning Concept (ALC) and the Army Learning Model is all about. As a long-time higher education academic, and a 25-year veteran in the military, currently serving as a Sergeant Major in the Kansas Army National Guard, I logically broke down ALM into its main concepts. I worked to use my civilian knowledge of education (having earned a Ph.D. in education and having worked at Kansas State University for over 20 years) as well as my military training and experiences (having attended every level of Noncommissioned Officer School and being a certified military instructor with multiple deployments) to insightfully describe the many facets of the student and learning-centered Army Learning Model in a way that provides full understanding to military and civilian education practitioners.
Aren’t There Already Army Manuals about the Army Learning Model
The answer is “yes” and “no” and leaning more in the “no” category. There are multiple manuals dealing with different aspects of training overall but none that focus and fully explain the Army Learning Model and how to specifically implement it in instruction and learning. In this book, I cite over 225 research articles and military manuals to fully present ALM by organizing its main concepts of Motivation, Interaction, Critical Thinking, and Experiential Learning. Each one of these areas is then presented with pertinent research articles, data from military manuals, and real-world experiences that I had as a civilian professor and military instructor. Additionally, multiple infographics and other images were created to fully describe the different concepts and to ensure all areas have detailed guides and examples so that other educators can fully grasp and implement the power of ALM to its fullest.
Main Book Sections
Chapter 1, a short introductory chapter begins the book by fully describing the Army Learning Concept and the Army Learning Model. It addresses how ALC/ALM is used in the Army and its importance for near- and long-term success. It then identifies the main concepts of ALM for further development and explanation.
Motivation is presented as the first and most important aspect of ALM. In this section, I discuss Keller’s ARCS (Attention, Relevancy, Confidence, Satisfaction) Model of Motivation as an easy to understand and valuable tool to assist instructors and facilitators. I describe each section and provide techniques on how to address each area. Additionally, I discuss different variables and issues dealing with adult learners by presenting the Six Core Adult Learning Principles (Knowles, Holton, & Swanson, 2005) as well as discussing the similarities and differences between adult learners, millennials, and generation Z. A detailed implementation example along with an infographic is also provided to help illustrate how this important ALM concept is to be used for maximum effectiveness.
Interaction is then presented and organized into five main types, the more common student-to-student, student-to-instructor, and student-to-instructional content, as well as two additional, often overlooked interactions, student-to-self, and student-to-technology. Kolb’s Experiential Learning Model (1999) is presented and compared to the Army Experiential Learning Model (TRADOC Pamphlet 350-70-7, 2018) fully explaining the importance of the full learning process. This area provides a lot of useful insights dealing with best practices, effective verbal/non-verbal communication, instructional presence (Anders, 2017), group work, emotion, learning domains, the necessity and value of a growth mindset (Dweck, 1986), reflection, self-motivation, resiliency, and technology. Good clear information regarding the proper use of technologies in general and videos/slideshows specifically is provided. The dreaded “death by slideshow/PowerPoint” syndrome is addressed and specific actions to overcome these issues are provided.
Critical Thinking, a valuable skill for everyone, is described through multiple definitions. It is then explained via the use of the reasoning questions (Elder & Paul, 2016) factors of the operational environment, PEMISS-I (Army Doctrine Reference Publication 2-0, 2012) as well as the need for creative thinking (Field Manual 6-0, 2015). A detailed class implementation example from my experience is then presented that more fully explains critical thinking and its real-life use. Additional class application guidelines are then provided.
Experiential Learning is finally presented covering the important need to use hands-on learning with a full description of the ten main instructional methodologies: case study, demonstration, discussion, games, lecture, practical exercise, problem-based learning, storytelling/presentation, role-playing, and simulation. Additional implementation guidelines are also provided for each methodology.
The final two chapters are used to address the area of overcoming resistance to the implementation of ALM’s more hands-on approach to learning as well as the need for individual students to take responsibility for their learning progress. The book ends with a call to action to be the example of a life-long learner, of always maintain a community of inquiry that values education and recognizes students’ achievements in the Army, civilian academics, or in business training. The Army Learning Model is an important understanding of education and this book fully captures its vital significance in an easy to understand and extremely useful implementation guide. Available at Amazon in paperback and e-book form.
Four Main Concepts of ALM infographic taken from Brent A. Anders’ book The Army Learning Concept, Army Learning Model: A Guide to Understanding and Implementation available on Amazon
Reference
Anders, B. (2017). How to enhance instructional presence: Research & experience based techniques to improve both online & face-to-face instruction. Manhattan, KS: Sovorel Publishing.
Anders, B. (2019). The Army Learning Concept, Army Learning Model:A guide to understanding and implementation. Emporia, KS: Sovorel Publishing.
Army Doctrine Reference Publication 2-0. (2012). Intelligence. Headquarters Department of the Army, Washington, DC.
Dweck, C.S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040- 1048.
Elder, L., Paul, R. (2016). The thinkers guide to analytic thinking. Tomales, CA: Foundation for Critical Thinking Press.
Field Manual 6-0. (2015). Commander and staff organization and operations. Headquarters Department of the Army, Washington, DC.
Keller, J. M. (1987a). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2-10.
Knowles, M. Holton, E., & Swanson, R. (2005). The adult learner: The definitive classic in adult education and human resource development. Burlington, MA: Elsvier.
Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (1999). Experiential learning theory: Previous research and new directions. In R. J. Sternberg and L. F. Zhang (Eds.), Perspectives on cognitive, learning, and thinking styles. NJ: Lawrence Erlbaum, 2000.
Training and Doctrine Pamphlet 350-70-7. (2018). Army learning: Army educational processes. Fort Eustis, VA: Department of the Army, Headquarters, United States Army Training and Doctrine Command.