Adult Learning New

7/31/2019 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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