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Adult learning transactions presentation
- 1. Adult Learning Transactions Presentation Roger John Cosgrove AET 500/Foundations of Adult Learning May 2, 2016 Dr. Deborah Hornsby
- 2. So Many Choices Theories and Models Bloom’s Taxonomy Inquiry Based Learning Model Socio-cultural Learning Theory Act as a facilitator and do not “talk at”, but “ask of” adult learners!
- 3. Instructional Model “An instructional model acts as a blueprint for teaching!” (Albemarle County Public Schools, 2016)
- 4. Traditional and Non-Traditional Models • Traditional Models: - The ADDIE Model - Bloom’s Taxonomy • Non-Traditional Models: - ARCS Model of Motivation - The Action Mapping Model
- 5. Traditional Model - The ADDIE Model • Career and Technical Education training development model • Premise: Training will impact job performance • Five steps to the model: - Analysis - Design - Develop - Implementation - Evaluation (Learning-Theories.com, 2016) (Chevalier, 2016)
- 6. Traditional Model - Bloom’s Taxonomy • Design and Evaluative Model for Learning • Cognitive Model with six levels • Premise: Each level increases in difficulty & must be attained before a learner can move to the next level • The highest levels are evaluating & creating (businessballs.com, 2016)
- 7. Traditional Models – The ADDIE Model and Bloom’s Taxonomy (Continued) • Application Environment: Both models can be used in a traditional education environment or career training environment. • Align with Knowles’s principles of need to know, readiness to learn, and life experiences. • Facilitator would provide support through skill set development, but with adult learners as partners in the experience. • Facilitator would introduce elements of Critical Thinking through topical discussions where learners are actively sharing experiences. • Facilitator would use video and movement activities to meet the needs of multiple modalities within the environment.
- 8. Bloom’s Revised Taxonomy – Nursing Education • The Revised Bloom’s Taxonomy provided the cognitive design model needed for effective continuing education and transfer of knowledge for nursing education. • Knowles’s principles of need to know, life experiences, and desire for relevancy in training were mentioned in the journal. (Su & Osisek, 2011)
- 9. Non-Traditional Model – ARCS Model of Motivation • Based on four elements: - Attention – role play, humor, attention grabbing statement - Relevance – must see value in activity - Confidence – encouragement from facilitator - Satisfaction – facilitator reinforces relevancy (elearningindustry.com, 2016)
- 10. Non-Traditional Model - ARCS Model of Motivation (Continued) (Merriam & Bierema, 2016)
- 11. Non-Traditional Model - The Action Mapping Model • Module designed for training and education • Premise: Measurable goal focused, interactive learning process, and encouragement to learn from mistakes. • Focus: Goal helps learner to take action now! (eLearning Industry.com, 2016)
- 12. Non-Traditional Model - The Action Mapping Model (Continued) • Application Environment: Classroom & Online • Model aligns with Knowles’s principles of adult learning. • Action Mapping appeals to visual, auditory, and kinesthetic learning modalities. • Facilitator encourages and provokes thought by questioning and encouraging learners. • Analysis process and encouragement to learn from mistakes weaves into Critical Thinking and Reflection.
- 13. Summary
- 14. References Albemarle County Public Schools. (2016). Framework for Quality Learning Appendix D: Instructional Models - Teaching Content and Thinking Skills. Retrieved from http://www2.k12albemarle.org/acps/division/fql/Page s/Appendix-D-Instructional-Models---Teaching- Content-and-Thinking-Skills.aspx Chevalier, R. D. (2011, July). When did ADDIE become addie? International Society for Performance Improvement, 50(6), 10-14. doi:10.1002/pfi.20221 Learning-Theories.com. (2016). ADDIE. Retrieved from http://www.learning-theories.com/addie-model.html Merriam, S. B., & Bierema, L. L. (2014). Adult Learning. Somerset, NJ: Jossey-Bass.
- 15. References (Continued) Su, W. M., & Osisek, P. J. (2011, March 16). The revised bloom's taxonomy: Implications for educating nurses. The Journal of Continuing Education in Nursing, 42(7), 321-327. Retrieved from http://dx.doi.org/10.3928/00220124-20110621-05 businessballs.com. (2016). blooms taxonomy - learning domains. Retrieved from http://www.businessballs.com/bloomstaxonomyoflearningcomains. htm eLearning Industry. (2016). How To Integrate Action Mapping in eLearning Courses. Retrieved from http://elearningindustry.com/integrate-action-mapping-in-learnign- courses elearningindustry.com. (2016). Instructional Design Models and Theories: Keller's ARCS Model of Motivation. Retrieved from http://elearningindustry.com/arcs-model-of-motivation
Editor's Notes
- Hello, my name is Roger Cosgrove and I am pleased to spend time with you today presenting on adult learning transactions. For this assignment we have been asked to research adult learning transactions and present two traditional and two non-traditional instructional models. We are to include descriptions, application for use, andragogical principles employed within the model, characteristics about adult learners and learning styles to be considered for the model, how the facilitators and providers support student success in learning, and whether the model includes a reflective component or uses critical thinking skills. Lastly, we are to include how facilitators and providers of adult learning can provide opportunities for reflection of learning and the ability to ask questions.
- There are so many choices of instructional models and theories to choose from (Discovery Learning Model, Action Learning Theory, Bloom’s Taxonomy, and Action Mapping Model to name a few) and so many adults have different needs, what is an educator or facilitator to do? The first decision is to act as a facilitator and recognize in dealing with adults to remember – we do not “talk at” adults, but we “ask of” adults in a learning environment. If we remember this simple approach, it will help us as adult facilitators of education.
- It is important to start out by explaining a little bit about an instructional model. “An instructional model acts as a blueprint for teaching (Albemarle County Public Schools, 2016)”. However, the model is a guideline for a teacher, but the teacher must always make the final decision on what parts of a model are appropriate for his or her teaching situation at any moment.
- For the traditional instructional models, we will be reviewing the ADDIE model and Bloom’s Taxonomy. For non-traditional instructional models we will be exploring the ARCS Model of Motivation and Action Mapping Model.
- The ADDIE instructional design and training development model has a long heritage in career training and education. ADDIE stands for Analysis, Design, Develop, Implementation, and Evaluation (Learning-Theories.com, 2016). The concept behind this model is that training will impact a learner’s job performance positively. The first step is the assessment step where focus is on measureable improvement towards the desired level of performance. An interesting aspect of the implementation phase of ADDIE is that in order to have effective training, it is suggested the adult who has been in a training class must go back to a work environment which is supportive of that training in order for it to be effective (Chevalier, 2011). The last step in the process is the evaluation phase which is the reflection on whether the training the student received is being applied in his or her work environment and what are the results of it. From my experience having managed training in a large computer company, this has traditionally been the weak spot for a number training programs throughout multiple industries. Employees are sent to training and when they return to work there is nothing in place to monitor and determine whether the training has been effective.
- This is a design and evaluative model for learning. This cognitive model has six levels starting with basic remembering to the highest two which are evaluating and creating, which involves higher level thinking. The main premise of this theory is that each level is based on degree of difficulty and that one level of learning must be conquered before a person moves to the next level (businessballs.com, 2016).
- Traditional models like ADDIE and Bloom’s Taxonomy can be used in a traditional education environment or an industry or career training environment. These models would connect and be effective with adult learners since adult learners operate from the perspective of having a need to know, a readiness to learn, and life experiences to share. Even though ADDIE and Bloom’s Taxonomy are traditional education models, in an adult environment; the teacher must function in a facilitative role. The facilitator would provide support in this traditional setting through the building blocks of skills development & knowledge development, but do so where the adult learners are partners in the educational experience. The facilitator would also introduce elements of critical thinking as part of the environment for the adult learners through topical discussions where the learners can share their thoughts and experiences. With a diverse environment of learning styles in an adult education environment, the facilitator should use tools which meet the needs of visual, auditory, and kinesthetic learners. The idea would be to incorporate video and movement activities during class meeting times.
- In doing the research for this paper, I came upon an article surrounding continuing education for nurses. In the article, they discuss how the Revised Bloom’s Taxonomy provided the cognitive design model needed for effective continuing education and transfer of knowledge for nursing education (Su & Osisek, 2011). The article specifically makes reference to Knowles’s adult learning principles when mentioning the nurses as being adult learners with a need to know, a variety of life experiences, and a desire for relevant information in training and education.
- The first non-traditional instructional module is the ARCS Model of Motivation that is based on four elements which are attention, relevance, confidence, and satisfaction (elearningindustry.com, 2016). The concept of this model is that attention can be gained with a learner through surprise or doubt. Methods to capture attention are activity through role play, practice, use of humor, attention grabbing statements, variety of mediums used in class, and practical examples. In the area of relevance, learners will participate if they see a value in the activity. The confidence piece to this model is through the encouragement of learners when there is progress shown, solid communication and feedback to the learning community by the facilitator, and through the facilitator giving the learning community control of the learning process. The fourth and final part is satisfaction and the facilitator can assist the learning community through acknowledgment and praise, and confirming to the learning community how the skills they are acquiring are applicable and relevant today.
- The ARCS model fits extremely well in an adult learning environment both in the classroom and online. Knowles’s principles of adult learning are self direction, lifetime of experience, readiness to learn, problem-centered orientation, internal motivation, and a need to know (Merriam & Bierema, 2014). These principles align extremely well with the ARCS model. The ARCS model is dependent on using multiple methods to convey the message which corresponds nicely with adult visual, auditory, and kinesthetic learners. The facilitator provides support by ensuring that the learners take responsibility for learning and by consistently encouraging that independence. Facilitators also create an atmosphere of critical thinking, discussion, challenge, and reflection through the use of attention grabbing statements and the subsequent discussions.
- Action Mapping is a non-traditional instruction module. This model is predicated on measurable goals, interactive learning, and encourages students to learn from their mistakes. This model requires a measurable learning goal (eLearning Industry, 2016). This focus on a tangible goal motivates the entire learning community to take action.
- The Action Mapping model aligns extremely well in an adult learning environment both in the classroom and an online environment. Knowles’s principles of adult learning align well with the Action Mapping model. Adult learners are used to having goals from their work experiences and are familiar with the concept of learning from mistakes. The concept of learning from a mistake weaves into the fabric of critical thinking theory and reflection. The process of analyzing the genesis of a mistake is critical analysis at its core. The Action Mapping model with its’ interactive learning approach; appeals to visual, auditory, and kinesthetic learners.
- We are fortunate that we have a career in an environment where change is a constant, continual improvement is demanded of ourselves and others and we do it for one simple reason, we are committed to helping others to change and improve their lives. It does not get any more meaningful or any better than this!
- I want to thank you for allowing me to share this presentation with you. If you are interested in gathering additional information on these topics, please use the resources listed which helped in this presentation. Thank you!
- Again, thank you.