adult learning new
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ADULT LEARNING
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Adult Learning
Definitions
Andragogy- the art and science of helping adults learn.
Pedagogy- the art and science of helping childrenlearn.
Adult Learner- a person more than 18 years old whoseeks new skills or information and who exhibits self-direction and autonomy.
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Characteristics of Adult Learners
Learning Characteristics
1. Adults continuously grow and learn.
2. Adult learning is often self-initiated and aimed
at an immediate goal.
3. Adults learn and process materials in a varietyof ways.
4. People have preferences in subject matter orskills.
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Experiential Characteristics
1. No adult is the same as any other adult
because each has a unique past and a uniqueperception of that past.
1. An adults self-concept is the product of past
experiences.
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Role and Relationship Characteristics1. Adults belong to many groups and play many roles
during a single day and during a lifetime.
1. The motivational needs of adults change in differentroles with different developmental tasks. These needsaffect relationships.
1. Adults have relationship preferences that influence theirsense of self and affect decisions and actions.
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Difference Between Pedagogy andAndragogy
Pedagogy Rigidformat,Curriculum Centred,Rules/
Procedurebound.
Authority
Oriented,Formal.Teacher
oriented,high
task,Low
Andragogy Flexible,Open,Broad,Responsive.
MutuallyRespectful,Informal.
Innovative,creative,High taskhighrelationship.
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Assumptions in Adult Learning
The Learners Need to know
The Learners Self Concept
The Role of the Learners Experience
A Trainees Readiness to learn
The Trainees Orientation to Learning
Trainees motivation to learn
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Adult Learning Orientations
Subject-Oriented Learning
Consumer Oriented Learning
Emancipatory Learning
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Types of Learners
Goal Oriented learners
Activity Oriented learners
Learning Oriented learners
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Factors Serve as sources ofmotivation
Social Relationship
External Expectations
Social Welfare Personal Advancement
Escape/Stimulation
Cognitive Interest
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Principles Of Effective Adultlearning
Involve the learner in determining what is tobe learned.
Provide Safety in the Environment between
teacher and learner for learning anddevelopment.
There has to be good rapport between theteacher and the learner for betterunderstanding.
Careful attention is to be given to thesequencing of content and reinforcement.
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Have action with reflection or learning bydoing.
Learners be given respect as subjects of their
own learning. Cognitive ,affective and psychomotor
aspects are to be considered in learning.
The lesson/skills learnt should be suchhaving scope for application in theimmediate future.
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The role of learning should be clearly definedand developed.
Use more and more of small groups to
encourage team based learning. Engage the learners in what they are
learning by motivating them.
Fix accountability on the participants byevaluating the training.
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Facilitated learning
Facilitated learning is where thestudents are encouraged to takemore control of their learning
process. The trainer's role becomesthat of a facilitator and organiserproviding resources and support to
learners.
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Advantages
Learners use skills like synthesis andanalysis.
The learner is actively involved.
Learners interact with and learn fromeach other.
There is no need for large amounts of
learning materials.
Learners can work in an environmentsimilar to that of the real world.
A variety of learning methods are used.
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Disadvantages
Facilitated learning can be or beseen to be more expensive.
The pace of instruction is based onthe group rather than the individuallearner.
The teachers role is not clearlydefined.
There is a need for extra facilities toallow for group work etc.
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Experiential learning
Experiential learning is theprocess of making meaning fromdirect experience.
In order to gain genuine knowledgefrom an experience, certain abilitiesare required:
1. the learner must be willing to beactively involved in the experience;
2. the learner must be able to reflecton the ex erience
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Experiential learningKolbs Experiential Learning Cycle
Reflective
Observati
on
Abstract
Conceptual
ization
Concrete
Experienc
e
Active
Experimen
tation
Actuallearning
experience
doing
Comparing whatlearned
with whatalreadyknown
Thinkingaboutwhat
happened
Putting itinto
practice
relevance
Kolb,1984
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Action Learning
Action learning is an educationalprocess whereby the participant
studies their own actions and
experience in order to improveperformance. Learners acquireknowledge through actual actions
and repetitions, rather than throughtraditional instruction.
Action learning is done in conjunction
with others, in small groups
http://en.wikipedia.org/wiki/Educationalhttp://en.wikipedia.org/wiki/Action_(philosophy)http://en.wikipedia.org/wiki/Experiencehttp://en.wikipedia.org/wiki/Performancehttp://en.wikipedia.org/wiki/Repetition_(learning)http://en.wikipedia.org/wiki/Repetition_(learning)http://en.wikipedia.org/wiki/Performancehttp://en.wikipedia.org/wiki/Experiencehttp://en.wikipedia.org/wiki/Action_(philosophy)http://en.wikipedia.org/wiki/Educational -
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Self Directed Learning
In self-directed learning (SDL), the individualtakes the initiative and the responsibility forwhat occurs. Individuals select, manage, andassess their own learning activities, whichcan be pursued at any time, in any place,through any means, at any age.
Self-Directed Learning (SDL) is any increase
in knowledge, skill or performance pursuedby any individual for personal reasonsemploying any means, in any place at anytime at any age.
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Self directed learning is a way of creating asituation where learning is owned by theindividual and aligned with organisationalneeds. Individuals take responsibility fordecisions about their learning and work withothers to achieve it.
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Why is Self-Directed Learningimportant?
There is growing evidence thatpeople who take initiative in learning,learn more and learn better than thosewho dont.
The evidence is also that they learnmore deeply and permanently.
What are the key competencies forSelf-Directed Learning?
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One clear advantage of blended learning ineducation is its connection withdifferentiated instruction. Differentiatedinstruction involves custom-designinginstruction based on student needs. Indifferentiated instruction, educators look atstudents learning styles, interests, andabilities. Once these factors have beendetermined, educators decide whichcurriculum content, learning activities,products, and learning environments willbest serve those individual students needs.
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Blended Learning
Blended learning refers to a mixing ofdifferent learning environments. It combinestraditional face to face classroom methodswith more modern computer-mediatedactivities. The strategy creates a moreintegrated approach for both instructors andlearners. Formerly, technology-basedmaterials played a supporting role to face-to-face instruction. Through a blended learningapproach, technology will be more important.
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Transformative learning
Transformative learning is the expansion ofconsciousness through the transformation ofbasic worldview and specific capacities of theself.
Transformative learning involvesexperiencing a deep, structural shift in thebasic premises of thought, feelings, and
actions. It is a shift of consciousness that
dramatically and irreversibly alters our wayof being in the world.
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Transformative Learning
Disorienting dilemma (personal crisis).
Critical reflection (assessing assumptions about myself
and the world). Changed world view.
Reflective discourse (reality testing with family,
friends, etc.). Action (living the new perspective).
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Problem Based Learning
PBL, or Problem Based Learning, isan instructional method of group-based learning centered on utilizing
each member of the group's owninformation, resources, and personalexperiences. The group must then
compile their knowledge in an effortto solve the open-ended problems.What makes this method of teachinginteresting is that there is no one,real "right" answer.
http://www.learning-theories.com/problem-based-learning-pbl.htmlhttp://www.learning-theories.com/problem-based-learning-pbl.html -
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Contemporary Viewpoints onTeaching Adults Effectively
When working with adults, avoid one-size-fits-all notions of effective teaching.
Identify and understand your primaryperspective(s) on teaching: transmission,developmental, apprenticeship, nurturing,and/or social reform.
Identify and understand your primary teachingstyle(s).
Move your teaching behaviors and beliefs intocongruence.
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Understand the role of teacher as mentor.
When teaching adults, gender and race matter.
Teach all adult learners as if they are special.
Expose learners to different viewpoints.
Encourage learners to articulate their assumptions.
Encourage critical self-reflection and openness toalternatives.
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Questions and Comments
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