Audience Attention 20 % Physically asleep. Audience Attention 20 % Physically asleep 10 % Physically and mentally asleep

Audience AttentionAudience Attention

20 % Physically asleep20 % Physically asleep


20 % Physically asleep20 % Physically asleep10 % Physically and mentally asleep10 % Physically and mentally asleep


20 % Physically asleep20 % Physically asleep10 % Physically and mentally asleep10 % Physically and mentally asleep20 % Concentrating20 % Concentrating


20 % Physically asleep20 % Physically asleep10 % Physically and mentally asleep10 % Physically and mentally asleep20 % Concentrating20 % Concentrating50 % Engaging in sexual fantasies50 % Engaging in sexual fantasies


20 % Physically asleep20 % Physically asleep10 % Physically and mentally asleep10 % Physically and mentally asleep20 % Concentrating20 % Concentrating50 % Engaging in sexual fantasies50 % Engaging in sexual fantasiesSome can give worthwhile feedback Some can give worthwhile feedback

and half of you will enjoy yourselvesand half of you will enjoy yourselves

ANDRAGOGYANDRAGOGY

Teaching of adultsTeaching of adultsAdults bring life experience to the Adults bring life experience to the

training roomtraining roomQuestion training input that does not Question training input that does not

accord with their life experienceaccord with their life experience

This is a question you must This is a question you must answer early in any training answer early in any training sessionsession

WHAT’S IN IT FOR ME?WHAT’S IN IT FOR ME?

The process of making a new or revised The process of making a new or revised interpretation of the meaning of an interpretation of the meaning of an experience which gives subsequent experience which gives subsequent understanding, appreciation and actionunderstanding, appreciation and action

The process of making a new or revised The process of making a new or revised interpretation of the meaning of an interpretation of the meaning of an experience which gives subsequent experience which gives subsequent understanding, appreciation and actionunderstanding, appreciation and action

Learning(Mezirow) Learning(Mezirow)

WE RETAINWE RETAINWE RETAINWE RETAIN 10% of what we read10% of what we read 20% of what we hear20% of what we hear 30% of what we see30% of what we see 50% of what we hear and see50% of what we hear and see 70% of what we say70% of what we say 90% of what we say and do90% of what we say and do SAY & DOSAY & DO

10% of what we read10% of what we read 20% of what we hear20% of what we hear 30% of what we see30% of what we see 50% of what we hear and see50% of what we hear and see 70% of what we say70% of what we say 90% of what we say and do90% of what we say and do SAY & DOSAY & DO

Action LearningAction LearningAction LearningAction Learning

Foster a climate that allows participants Foster a climate that allows participants to examine beliefs, practices and normsto examine beliefs, practices and norms

Learners must look at problems from Learners must look at problems from many perspectives, challenge one many perspectives, challenge one another, ask stupid questions, draw another, ask stupid questions, draw contrasts, probe connections and try out contrasts, probe connections and try out new behavioursnew behaviours

Foster a climate that allows participants Foster a climate that allows participants to examine beliefs, practices and normsto examine beliefs, practices and norms

Learners must look at problems from Learners must look at problems from many perspectives, challenge one many perspectives, challenge one another, ask stupid questions, draw another, ask stupid questions, draw contrasts, probe connections and try out contrasts, probe connections and try out new behavioursnew behaviours

Class invites involvementClass invites involvementDraw in a disciplined way from life Draw in a disciplined way from life

experiencesexperiencesStudents at the centre of the learning Students at the centre of the learning

experienceexperienceReflection moves learners to greater Reflection moves learners to greater

complexity and sophistication in their complexity and sophistication in their understanding of material presentedunderstanding of material presented

Class invites involvementClass invites involvementDraw in a disciplined way from life Draw in a disciplined way from life

experiencesexperiencesStudents at the centre of the learning Students at the centre of the learning

experienceexperienceReflection moves learners to greater Reflection moves learners to greater

complexity and sophistication in their complexity and sophistication in their understanding of material presentedunderstanding of material presented

CRITICAL REFLECTIONCRITICAL REFLECTION CRITICAL REFLECTIONCRITICAL REFLECTION

People learn best when they are personally People learn best when they are personally involved in the learning experienceinvolved in the learning experience

Knowledge has to be discovered if it is to Knowledge has to be discovered if it is to mean anythingmean anything

Commitment to learning is highest when Commitment to learning is highest when people are free to act their own learning people are free to act their own learning goalsgoals

People learn best when they are personally People learn best when they are personally involved in the learning experienceinvolved in the learning experience

Knowledge has to be discovered if it is to Knowledge has to be discovered if it is to mean anythingmean anything

Commitment to learning is highest when Commitment to learning is highest when people are free to act their own learning people are free to act their own learning goalsgoals

Experiential LearningExperiential Learning

Concrete Concrete personal experiencepersonal experience

ObservationObservationreflectionreflection

Formulation of conceptFormulation of conceptand principleand principle

Personal theory to be testedPersonal theory to be testedin new situationsin new situations

Experiential Learning Cycle (Johnson 1990, 20)Experiential Learning Cycle (Johnson 1990, 20)

L=P+Q+A+RL=P+Q+A+RL=LearningL=LearningP=Programmed knowledgeP=Programmed knowledgeQ=QuestioningQ=QuestioningA=ActionA=ActionR=ReflectionR=Reflection

LEARNINGLEARNING

What the Adult Learning What the Adult Learning Theory Means to the Theory Means to the

FacilitatorFacilitator


FacilitatorFacilitatorGive theoretical input then an opportunity for Give theoretical input then an opportunity for

critical reflectioncritical reflectionAssessment is an opportunity to revise Assessment is an opportunity to revise

concepts as well as evaluationconcepts as well as evaluationLearner focus not facilitator focusLearner focus not facilitator focusState learning objectives and put in place a State learning objectives and put in place a

participative process to achieve objectivesparticipative process to achieve objectives

Give theoretical input then an opportunity for Give theoretical input then an opportunity for critical reflectioncritical reflection

Assessment is an opportunity to revise Assessment is an opportunity to revise concepts as well as evaluationconcepts as well as evaluation

Learner focus not facilitator focusLearner focus not facilitator focusState learning objectives and put in place a State learning objectives and put in place a

participative process to achieve objectivesparticipative process to achieve objectives

Minimise lecture style presentationsMinimise lecture style presentationsActivities organised so learners can discover Activities organised so learners can discover

concepts for themselvesconcepts for themselvesUse discussions,case studies,practical Use discussions,case studies,practical

exercises,role plays etc.exercises,role plays etc.Activities as close to real life as possibleActivities as close to real life as possibleContent expert must be on handContent expert must be on hand

Minimise lecture style presentationsMinimise lecture style presentationsActivities organised so learners can discover Activities organised so learners can discover

concepts for themselvesconcepts for themselvesUse discussions,case studies,practical Use discussions,case studies,practical

exercises,role plays etc.exercises,role plays etc.Activities as close to real life as possibleActivities as close to real life as possibleContent expert must be on handContent expert must be on hand





““Informal learning settings, such as the Informal learning settings, such as the workplace provide an optimal place for workplace provide an optimal place for the acquisition of robust and the acquisition of robust and transferable vocational skills” Stephen transferable vocational skills” Stephen BillettBillett

““Informal learning settings, such as the Informal learning settings, such as the workplace provide an optimal place for workplace provide an optimal place for the acquisition of robust and the acquisition of robust and transferable vocational skills” Stephen transferable vocational skills” Stephen BillettBillett

Learning in the Learning in the WorkplaceWorkplace

Learning in the Learning in the WorkplaceWorkplace

Learn a little wellLearn a little wellLearn a little wellLearn a little well

LearningLearningLearningLearning

Training is what others do to Training is what others do to youyou

Learning is what you do to Learning is what you do to yourselfyourself

EXCELLENCE IS NO ACCIDENTEXCELLENCE IS NO ACCIDENTEXCELLENCE IS NO ACCIDENTEXCELLENCE IS NO ACCIDENT

EXCELLENCE EXCELLENCE EXCELLENCE EXCELLENCE

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Audience Attention 20 % Physically asleep. Audience Attention 20 % Physically asleep 10 % Physically and mentally asleep