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Obtain an overview of adult learning theory and learn how Gagne's nine events of instruction can be modified to incorporate principles of adult learning theory. A critique of the theory is also offered. This slideshare is provided by Dianne Rees, a writer and instructional designer at Atomic Meme.
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an ATOMIC MEMESM
learning hub initiative
Adult Learning Theory: Principles and Practice
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Dianne Rees, JD, PhDMay 2010
The underpinnings of adult learning theory
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How adult learners are different from children (according to adult learning theory):
More life experience
More independent
Motivated by perceptions of personal need
Greater need to direct a learning experience
Greater need to apply learning
“Andragogy (is) the art and science of helping adults learn…based on certain crucial assumptions about the differences between children and adults as learners” (Knowles, 1968).
Knowles, M. S. (1968). Andragogy, not pedagogy. Adult Leadership, 16(10), 350–352, 386.
How adult learning principles can translate to instruction:
Teacher = facilitator versus content deliverer
The adult learner should play a role in creating and evaluating learning content
Learning experiences should be relevant and “hands on”
Learners (as well as the instructor) should tap into the experiences of other learners
Learners need to know “what’s in it for me?”
With adult learning theory in mind
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11 Gain attention
What are your goals?
Class: Creating a Professional Web Site
Relevance is key
22 State objectives
Using a template, you’ll be able to create a Web site showcasing your experience and work samples.
This objective will help you achieve the goals you’ve identified.
Connect objectives to personal goals
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33 Stimulate recall of prior learning
Have you seen Web sites that you think are
designed well? Badly?
Tap into the wide range of experiences
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44 Present stimuli
Here’s how you create a Web site.
Learning this will help you create one of your own.
Present how-to information over theory
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55 Guide learningThrough open-ended questions
Through practice
Through applications with relevance
Connect learning to experiences
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66 Elicit performance
Mirror real-world performance
77 Provide feedbackWhat would you like to improve?
Let learners self-evaluate
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88 Assess performance
Rubrics
Grade
= no surprises
Objectives
Assessment that’s relevant & fair
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99 Enhance transfer
Individualized resources
Reconsidering adult learning theory
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The learning challenge: moving from a passive to an active learner—are your adult learners prepared?
Criticisms of adult learning theory (Clardy, 2005)
Adults aren’t fundamentally different from children when it comes to learning needs: It’s a question of degree
Adults have heterogeneous learning needs: One theory doesn’t fit all
Not all adults are ready to be self-directed learners
Clardy, A. (2005). Andragogy: Adult learning and education at its best? Towson, MD: Towson University. Retrieved March, 2010, from http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/33/7a/6f.pdf
