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Facilitating Adult Learning in Private
Educational Institutions in Singapore: A
Singaporean Perspective
E-Leader Vienna June 2016
Dr. T. C. John Head of School, London School of Business & Finance,
&Prof. Dr. K. C. Patrick Low
Visiting Professor / University of the South Pacific, Suva, Fiji
CASA Vienna June 2016 Facilitating Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
E-Leader Vienna June 2016
Adult Learning in Private
Educational Institutions in Singapore: A
Singaporean Perspective
Vienna June 2016
Dr. T. C. John TeoHead of School, London School of Business & Finance, Singapore.
&Dr. K. C. Patrick Low
Visiting Professor / University of the South Pacific, Suva, Fiji
Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective 1
Vienna June 2016
What this paper cover?
• how adults learn
• different types of learning skills
• communication and facilitation
• the logistics of pulling resources together into and effective • the logistics of pulling resources together into and effective experience
CASA Vienna June 2016 Facilitating Adult Learning in Private Educational Institutions
cover?
logistics of pulling resources together into and effective learning
2
logistics of pulling resources together into and effective learning
CASA Vienna June 2016 Facilitating Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Visual outline of Adult Learner
CASA Vienna June 2016 Facilitating Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Adult Learner
3Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Methodology
This qualitative study is concerned with facilitating adult learners in PEIs in Singapore as well as the challenges they faced in their learning in higher education. The use of interviews as the main data education. The use of interviews as the main data collection tool held the greatest possibility of exploring the adult learners experience in
CASA Vienna June 2016 Facilitating Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
qualitative study is concerned with facilitating adult learners in PEIs in Singapore as well as the challenges they faced in their learning in higher education. The use of interviews as the main data
4
education. The use of interviews as the main data collection tool held the greatest possibility of exploring the adult learners experience in detail
Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Adult learning and trainingAdult learning and training
CASA Vienna June 2016 Facilitating Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Adult learning and trainingAdult learning and training
Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Overview
• The paper consider characteristics of adults learning and learning styles.
• They then delve into teaching styles, pinpointing those appropriate for adult learners. pinpointing those appropriate for adult learners.
CASA Vienna June 2016 Facilitating Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
characteristics of adults learning and learning styles.
then delve into teaching styles, pinpointing those appropriate for adult
6
pinpointing those appropriate for adult
Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Singapore’s economy evolves to become more knowledge-based• Lifelong learning has become a fact of life in
potential and career advancement.
• There have been some huge shifts in recent years in the Singapore’s education sector which have changed the cultures of both public and private impacted on the role of and expectations from teachers especially in the private education sector.
• Given a more affluent and integrated society, the capacity to work together collaboratively has become one of the core survival skills in the global workforce (Foyle & Shafto 1995, Collazos et al 2007)
• Educational landscape have undergone fundamental reteaching students how to communicate, collaborate effectively and to engage in self learning has become the basis of education
• Learners invariably are expected to acquire life skills such as critical thinking skills, ability to communicate, work collaboratively and utilising information, media and technology skills are the competencies (p.21, 2011).
CASA Vienna June 2016 Facilitating Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Singapore’s economy evolves to become based
life in order to substantiate their skills, earning
have been some huge shifts in recent years in the Singapore’s education sector which have changed the cultures of both public and private institutions - these have impacted on the role of and expectations from teachers especially in the private
a more affluent and integrated society, the capacity to work together collaboratively has become one of the core survival skills in the global workforce (Foyle &
landscape have undergone fundamental re-structuring, one of which is teaching students how to communicate, collaborate effectively and to engage in self
invariably are expected to acquire life skills such as critical thinking skills, ability to communicate, work collaboratively and utilising information, media and technology
7Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
What Is SkillsFuture?
• SkillsFuture is a national movement to
their fullest potential throughout life.
• At a national level, SkillsFuture play an important part in charting Singapore's
next phase of development towards an advanced economy and inclusive
society. Every individual’s skill, passion and contribution
Singapore’s SkillsFuture
society. Every individual’s skill, passion and contribution
Source: http://www.skillsfuture.sg/ (accessed on 28 Apr
• With the help of the SkillsFuture Council, education and training providers,
employers, unions – all can own a better future with skills mastery and lifelong
learning. Your skills. Your asset. Your future.
CASA Vienna June 2016 Facilitating Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
is a national movement to enabling Singaporeans to develop to
.
an important part in charting Singapore's
next phase of development towards an advanced economy and inclusive
society. Every individual’s skill, passion and contribution counts.
Credit
8
society. Every individual’s skill, passion and contribution counts.
(accessed on 28 Apr 2016)
Council, education and training providers,
all can own a better future with skills mastery and lifelong
future.
Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Key challenges for adults to learning
Include:
• Fear of failure
• Lack of time, money, confidence or interest
• Lack of information about opportunities to learn• Lack of information about opportunities to learn
• Scheduling problems
• Red tape
• Re-adjustment of lifestyle
• Domestic problems
CASA Vienna June 2016 Facilitating Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
for adults to learning
of time, money, confidence or interest
Lack of information about opportunities to learn
9
Lack of information about opportunities to learn
Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Pedagogy
Definition: An educational approach by teacher-centred instruction.
• Teacher is viewed as an authority figure who imparts knowledge and skills to the studentsimparts knowledge and skills to the students
• Students are not generally involved in decisions or actions in regard to learning.
• Method generally follows a lecture structure with students recording the information and compounding it through individual exercises.
CASA Vienna June 2016 Facilitating Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
An educational approach characterisedinstruction.
Teacher is viewed as an authority figure who imparts knowledge and skills to the students.
10
imparts knowledge and skills to the students.
Students are not generally involved in decisions or actions in regard to learning.
ethod generally follows a lecture structure with students recording the information and compounding it through individual exercises.
Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Andragogy
Definition: A learner-centred educational approach.
• The participant's needs and wants are central to the process of teaching.
• Learning is self-directed: participants are • Learning is self-directed: participants are responsible for and involved in structuring their learning.
• A humanist philosophy underlies this teaching style, it considers personal development as the key focus of education.
CASA Vienna June 2016 Facilitating Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
centred educational approach.
The participant's needs and wants are central to
directed: participants are
11
directed: participants are responsible for and involved in structuring their
A humanist philosophy underlies this teaching style, it considers personal development as the key
Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Which did they chose?
• Andragogy is considering the most effective way of teaching adults.
• It takes into account their already well developed sense of self and prior knowledge.sense of self and prior knowledge.
• It also encourages practical activities and participation.
…let’s look closer at adult learning theory.
CASA Vienna June 2016 Facilitating Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
chose?
the most effective way of
takes into account their already well developed knowledge.
12
knowledge.
also encourages practical activities and
…let’s look closer at adult learning theory.
Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Adult Learning Theory,
• Adults will commit to learning when the goals and objectives are considered realistic and important to them.
• Adults want to be the origin of their own learning • Adults want to be the origin of their own learning and will resist learning activities they believe are an attack on their competence.
CASA Vienna June 2016 Facilitating Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Adult Learning Theory, Speck (1996)
Adults will commit to learning when the goals and objectives are considered realistic and important to
want to be the origin of their own learning
13
want to be the origin of their own learning and will resist learning activities they believe are an attack on their competence.
Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
• Adult learners come to learning with a wide range of previous experiences, knowledge, selfdirection, interests, and competencies.
• Adult learning has ego involved. Professional
Adult Learning Theory
• Adult learning has ego involved. Professional development must be structured in such a way as to get support from peers and to reduce the fear of judgment during learning.
CASA Vienna June 2016 Facilitating Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Adult learners come to learning with a wide range of previous experiences, knowledge, self-direction, interests, and competencies.
learning has ego involved. Professional
14
learning has ego involved. Professional development must be structured in such a way as to get support from peers and to reduce the fear of judgment during learning.
Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
• Adult learners need to see that the professional development learning and their dayactivities are related and relevant
• Adult learners need direct, concrete experiences in which they apply the learning in real work
Adult Learning Theory
• Adult learners need direct, concrete experiences in which they apply the learning in real work
CASA Vienna June 2016 Facilitating Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Adult learners need to see that the professional development learning and their day-to-day activities are related and relevant
learners need direct, concrete experiences in which they apply the learning in real work
15
learners need direct, concrete experiences in which they apply the learning in real work
Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
• Adults need to participate in smallduring the learning to move them beyond understanding to application, analysis, synthesis, and evaluation.
Small-team activities provide an opportunity to
Adult Learning Theory
Small-team activities provide an opportunity to share, reflect, and generalize their learning experiences.
• Adults need to receive feedback on how they are doing and the results of their efforts.
CASA Vienna June 2016 Facilitating Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Adults need to participate in small-team activities during the learning to move them beyond understanding to application, analysis, synthesis,
team activities provide an opportunity to
16
team activities provide an opportunity to share, reflect, and generalize their learning
need to receive feedback on how they are doing and the results of their efforts.
Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
• Adults need to be involved in the planning and evaluation of their instruction
• Experience (including mistakes) provides the basis for the learning activities
Malcolm Knowles states 4 simple ideas
for the learning activities
• Adults are most interested in learning subjects that have immediate relevance to their job or personal life
• Adult learning is problem-centered rather than content-oriented (orientation to learning)
CASA Vienna June 2016 Facilitating Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Adults need to be involved in the planning and instruction
Experience (including mistakes) provides the basis
Malcolm Knowles states 4 simple ideas
17
Adults are most interested in learning subjects that have immediate relevance to their job or personal
centered rather than oriented (orientation to learning)
Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Putting principles into practice!
• Readiness
• Adults must be ready and willing to learn before teaching can increase knowledge.
Implications for Instructor. Must show that:
• the course is for participants’ benefit
• the training can help solve or avoid a problem
• the new knowledge will provide new opportunities as well as personal or professional growth.
CASA Vienna June 2016 Facilitating Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Putting principles into practice!
ready and willing to learn before teaching
18
Must show that:
the course is for participants’ benefit
the training can help solve or avoid a problem
the new knowledge will provide new opportunities as well as personal or professional growth.
Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Putting principles into practice!
• Experience• Adults already have a wealth of knowledge and
experience.
Implications for InstructorImplications for Instructor• should take account of this; otherwise risk losing
participants’ interest and insulting them.
• exploit this unique resource
• provide opportunities for participants to contribute and share their experiences
• Allows instructor to manage course appropriately.
CASA Vienna June 2016 Facilitating Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Putting principles into practice!
Adults already have a wealth of knowledge and
19
should take account of this; otherwise risk losing participants’ interest and insulting them.
exploit this unique resource
provide opportunities for participants to contribute and
to manage course appropriately.
Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Putting principles into practice!
• Autonomy
• Adults have the power to make their own choices.
Implications for Instructor. Must:
• allow as much autonomy as possible; otherwise • allow as much autonomy as possible; otherwise participants may feel undermined and alienated.
• provide lots of opportunities for participation in the training session.
• e.g. games, simulations, discussions etc. where participants can figure things out for themselves, reflect on materials and potential uses, etc.
CASA Vienna June 2016 Facilitating Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Putting principles into practice!
Adults have the power to make their own choices.
Must:
allow as much autonomy as possible; otherwise
20
allow as much autonomy as possible; otherwise participants may feel undermined and alienated.
provide lots of opportunities for participation in the
e.g. games, simulations, discussions etc. where participants can figure things out for themselves, reflect on materials and potential uses, etc.
Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Putting principles into practice!
• Action
• Adults need to see how new skills will be put into action in their work. If not, they will lose interest; learning will decrease.
Implications for Instructor. Must:
• clearly explain how and when skills learned can be applied to the participants’ own work.
• incorporate an environment close to participants’ work setting into practical exercises
CASA Vienna June 2016 Facilitating Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Putting principles into practice!
Adults need to see how new skills will be put into action in their work. If not, they will lose interest; learning will
21
Must:
clearly explain how and when skills learned can be applied to the participants’ own work.
incorporate an environment close to participants’ work setting into practical exercises.
Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
• Experience-based
• Active
• Recognizing them as
Adult Learners respond best to learning
that is:
• Recognizing them as experts
• Independent
• Real-life centred
CASA Vienna June 2016 Facilitating Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
• Task-centred
• Problem-centred
• Solution-driven
respond best to learning
22
• Solution-driven
• Skill-seeking
• Self-directing
• Internally and externally motivated
Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Learning styles
• Activists: involve themselves fully and without bias in new experiences. The “I’ll try anything once” type.
• Reflectors: stand back and ponder experiences and observe them from many different perspectives.observe them from many different perspectives.
• Theorists: adapt and integrate observations into complex but locally sound theories.
• Pragmatists: search out new ideas and take the first opportunity to experiment with them.
CASA Vienna June 2016 Facilitating Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
involve themselves fully and without bias in new experiences. The “I’ll try anything once” type.
stand back and ponder experiences and observe them from many different perspectives.
23
observe them from many different perspectives.
adapt and integrate observations into complex but locally sound theories.
search out new ideas and take the first opportunity to experiment with them.
Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Learning styles (more)
• Another way of describing learning styles is:
• Visual
• Auditory
• Tactile• Tactile
CASA Vienna June 2016 Facilitating Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Another way of describing learning styles is:
24Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Learning style
• It is important to recognise that people learn differently.
• And that all training groups will include a variety of learning styles.of learning styles.
• To provide effective training one must stimulate all of the senses and thus access all learners.
CASA Vienna June 2016 Facilitating Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
It is important to recognise that people learn
And that all training groups will include a variety
25
provide effective training one must stimulate all of the senses and thus access all learners.
Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Motivation
• Understanding participants’ motivation is important.
• what they expect from the course
• allow you to tailor it to meet those expectations.expectations.
• help you to make the participants “ready” to learn by enabling you to show them that the course can correlate with their needs.
CASA Vienna June 2016 Facilitating Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Understanding participants’ motivation is important.
what they expect from the course
allow you to tailor it to meet those
26
help you to make the participants “ready” to learn by enabling you to show them that the course can correlate with their needs.
Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Motivation of the adult learner
Includes:
• Social relationships: make new friends, meet a need for associations and friendships.
• External expectations: comply with instructions from someone else; fulfill expectations or recommendations someone else; fulfill expectations or recommendations of someone with formal authority.
• Social welfare: improve ability to serve mankind, prepare for service to the community, and improve ability to participate in community work.
CASA Vienna June 2016 Facilitating Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Motivation of the adult learner
make new friends, meet a need for associations and friendships.
comply with instructions from someone else; fulfill expectations or recommendations
27
someone else; fulfill expectations or recommendations of someone with formal authority.
improve ability to serve mankind, prepare for service to the community, and improve ability to participate in community work.
Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Motivation of the adult learner (cont.)
• Personal advancement: achieve higher status in a job, secure professional advancement, and stay abreast of competitors
• Escape/Stimulation: relieve boredom, provide a • Escape/Stimulation: relieve boredom, provide a break in the routine of home or work, and provide contrast to other exacting details of life
• Cognitive interest: learn for the sake of learning, seek knowledge for its own sake, and to satisfy an inquiring mind
CASA Vienna June 2016 Facilitating Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective
Motivation of the adult learner (cont.)
achieve higher status in a job, secure professional advancement, and stay
relieve boredom, provide a
28
relieve boredom, provide a break in the routine of home or work, and provide contrast to other exacting details of life
learn for the sake of learning, seek knowledge for its own sake, and to satisfy an
Adult Learning in Private Educational Institutions in Singapore: A Singaporean Perspective