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Theory Paper Presentation for Ed. D. Program



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Theory Paper Presentation for Ed. D. Program

  1. 1. Theory of Transitional Learning in the Workplace <ul><li>Larry D. Weas, M.S. Ed. </li></ul><ul><li>Ed. D. Doctoral Program </li></ul><ul><li>Northern Illinois University </li></ul><ul><li>Adult & Higher Education </li></ul>Why Learning Styles are Important for Adult Learners in the Workplace? presented by:
  2. 2. <ul><li>Introduction </li></ul><ul><li>Learning Styles </li></ul><ul><li>Learning at Work </li></ul><ul><li>Theory Paper Study </li></ul><ul><li>Theory Review on Learning Styles </li></ul><ul><li>Dubin’s Method for Developing Learning Theory </li></ul><ul><li>Theory of Transitional Learning </li></ul><ul><li>References </li></ul><ul><li>Closing </li></ul>Theory Paper Presentation
  3. 3. Providing training for the next generation of workers will require considerably flexibility. All three generations ( baby boomers, Gen Xers, and millennials ) still require training, but each has its own focus, perspective, and expectations about that training. Additionally each generation will be performing slightly different roles in the coming years of the workforce. To successfully manage this multigenerational workforce, workplace learning and performance professionals will need to provide training and technology that fits both the learning styles and lifestyles of the diverse workforce. Learning Styles (Ware, April 2007, Training & Development)
  4. 4. My theory research on transitional learning in work situations focuses on concepts such as ‘productive learning’ and ‘andragogy of vocational learning’. In investigating what makes learning productive and what learning styles enhance this, there is a tendency to take the notion of learning at work as unproblematic. My theory paper recognizes that much writing on learning styles is strongly shaped by people’s understandings of learning in traditional and formal education settings. Such assumptions distort attempts to understand transitional learning at work. Furthermore, the main focus of my theory is to represent a concept of ‘learning styles’ and to identify the implications of this for attempts to understand transitional learning at work and the conditions that enhance it. In addition, The development of using learning styles that promises to do more justice to the richness of learning and evidence why learning styles are important in adult learning and training in the working-class life… Learning at Work
  5. 5. <ul><li>Learning Styles: An Overview of Theories, Models, and Systems: </li></ul><ul><li>Is there a Role for Learning Styles in Personalized Education? </li></ul><ul><li>The Learning Process: Learning Styles or Learning Approaches? </li></ul><ul><li>Adult Learning Style Theories & Workplace Learning (Kolb, Jarvis) </li></ul><ul><li>Conceptions of Learning and Understanding Learning at Work </li></ul><ul><li>Relationship of Experiential Learning Styles in Workplace & Adult Learning </li></ul><ul><li>Assessing Relevant Learning Style Preferences for Workplace Learning </li></ul><ul><li>Traditional Learning Style Preferences </li></ul><ul><li>Are Learning Styles Relevant to Virtual Reality? </li></ul><ul><li>Learning Style, Preference, and Strategy (Smith) </li></ul><ul><li>Aspects of Individual Differences in Styles and Preferences </li></ul>Theory Paper Study
  6. 6. <ul><li>Applying Learning-Styles Theories in the Workplace (Dunn & Dunn) </li></ul><ul><li>Matching 21 Dimensional Elements of Learning Style Preferences in the Workplace </li></ul><ul><li>Informal and Incidental Learning in the Workplace (Marsick) </li></ul><ul><li>Learner-centered Focused </li></ul><ul><li>Implications for Practice </li></ul><ul><li>Theorizing Why Adult Learning Styles are Important in Working-class Life </li></ul><ul><li>Theory of Transitional Learning in Working-class Life </li></ul><ul><li>Conclusion </li></ul>Theory Paper Study
  7. 7. Weas (2008) Theory Review on Learning Styles <ul><li>Kolb – Experiential Learning </li></ul><ul><li>Jarvis – One’s Own Learning Experiences (used Kolb’s Model for Experience) </li></ul><ul><li>Smith – Mode of Delivery & Individual Differences in Styles and Preference upon Flexible Learning </li></ul><ul><li>Dunn & Dunn – 21 Dimensional Learning Element Styles </li></ul><ul><li>Marsick & Watkin’s – Informal & Incidental Learning </li></ul>
  8. 8. Kolb (1995) Research Theories Kolb’s Experiential Learning Cycle
  9. 9. Jarvis (1994) Research Theories Kolb’s Cycle Developed – Jarvis’ (experiential) Learning
  10. 10. Research Theories Dunn & Dunn (1995) Dunn and Dunn Learning Styles Model <ul><li>Environmental includes people’s preferences regarding light, sound, temperature, and environmental design. </li></ul><ul><li>Emotional includes motivational structure, persistence, responsibility and structure </li></ul><ul><li>Sociological includes self, pair, peers, team, adult, varied </li></ul><ul><li>Physiological includes perceptual mode, food intake, time and mobility </li></ul><ul><li>Psychological includes global/analytic, hemisphericity, reflective/impulsive </li></ul>A model of learning styles that incorporates a wider range of dimensions than most. They have 21 separate scales that are subdivided into five separate categories:
  11. 11. Dunn & Dunn (1995) Research Theories Dunn and Dunn Learning Styles Model – 21 Elements
  12. 12. Research Theories Smith (2004) The Relationships Between Teaching, Learning & Support Strategies
  13. 13. Research Theories Marsick & Watkins (2001) Marsick’s Informal & Incidental Learning Theory
  14. 14. Weas (2008) Dubin’s Method for Developing a Theory <ul><li>Developing Produced Learning Outcomes of the Adult Learner: </li></ul><ul><li>Educators, instructors and trainers accommodate different learning styles. </li></ul><ul><li>21 st century learner comes from a diverse background and is accustomed to acquiring material in a variety of ways. </li></ul><ul><li>Instructors are discovering that a single instructional method is NOT effective. </li></ul><ul><li>Technology can support a learning environment that supports digital learners. </li></ul><ul><li>Complementing the different learning styles and preferences, resulting in improved comprehensive learning of material. </li></ul><ul><li>Adjust the curriculums to match the diversity of students. </li></ul><ul><li>Establish learning environments that foster individualization and diversity in working-class life learning. </li></ul>
  15. 15. Weas (2008) Theory of Transitional Learning
  16. 16. Boyle, R. A. (2005). Applying Learning-styles Theory in the Workplace: How to maximize Learning-Styles Strengths to Improve Work Performance in law Practice. St Johns Law Review, Vol 79(97), pp. 97-125. Cuthbert, P. F. (2005. The student learning process: Learning Styles or Learning Approaches? Teaching in Higher Education, Vol. 10, No 2, pp. 235 -249. Dunn, R. (1990). Understanding the Dunn and Dunn learning styles model and the need for individual diagnosis and prescription, Journal of Reading, Writing & Learning Disabilities, Vol 6(3), pp. 231-254. Engerstrom, Y. (2001). Expansive learning at work: toward an activity theoretical reconceptualization, Journal of Education and Work , 14(1), 133-156. Hager, P. (2004). Conceptions of learning and understanding learning at work. Studies in Continuing Education , Vol 26, No 1, March 2004 Hall, E. & Moseley, D. (2005). Is there a role for learning styles in personalized education and training? International Journal of Lifelong Education, Vol 24, no 5. pp.243-256. Illeris, K. (2003), Workplace Learning and Learning Theory. Journal of Workplace Learning , 2003, Volume 15 Jarvis, P. (1995) Adult and Continuing Education. Theory and practice 2e, London: Routledge. Kolb, D. A. (1984). Experimental Learning. Englewood Cliffs, NJ Prentice-Hall. Kolb. D. A. and Fry, R. (1975) 'Toward an applied theory of experiential learning, in C. Cooper (ed.) Theories of Group Process , London: John Wiley. Marsick, V. J. & Watkins, K. E. (2001). Informal and Incidental Learning. New Directions for Adult and Counseling Education, No 80 Jossey- Bass & Sons Inc. Pumphrey, J. & Slater, J. (2002). An Assessment of Generic Skills Needs, (Nottingham: D(ES). Sayer, K. & Studd, R. (2006). Matching Learning Style Preferences with suitable Delivery Methods on Textile Design Programs. International Journal of Technology and Design Education, Vol. 16 pp. 163-176, Smith S. & Smith P. J. (2004). Strategies for accommodating individuals’ styles and preferences in flexible learning programs. British Journal of Educational Technology , Vol 35, No 4 pp. 395-412. Ware, J., Craft, R., Kerschenbaum, S. (2007). Training tomorrow’s Workforce. Training & Development, Vol April 2007, pp. 58-60. References
  17. 17. Thank You! Questions or Comments?