Adult learner characteristics
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Basic characteristics of adult learners
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The document discusses adult learning theory and instructional design for training adult learners. It defines andragogy as the art and science of adult learning, which focuses on self-directed, experience-based, problem-centered, and socially motivated learning. Malcolm Knowles' assumptions about adult learners and his theory of andragogy are explained. Heutagogy, a more self-determined form of learning, is also introduced. The document then provides Thomson Reuters' 10-step model for instructional design when training adult learners.
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Adult Learning Model
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The document discusses adult motivation to learn and characteristics of motivating instructors. It explains that learning and motivation are brain-based and influenced by neural connections. Adult learners are pragmatic but also intrinsically motivated, and they need a culturally responsive learning environment that establishes inclusion, enhances meaning, and engenders competence. Motivating instructors display expertise, empathy, enthusiasm, clarity, and cultural responsiveness to positively influence adult learner motivation.
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Adult learners have different characteristics that teachers should consider when designing lessons:
1) Adults are self-directed and bring life experiences to the classroom, so lessons should allow independence and tap into their existing knowledge.
2) Adults are goal-oriented and want learning to be relevant, so objectives and applications should be clear.
3) Adults have many roles and priorities, so flexibility is needed and respect must be shown. Their role as students may be secondary.
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This document discusses learning styles and how to apply the principles of adult learning in training sessions. It identifies four main learning styles: visual, auditory, tactile-kinesthetic, and verbal. Each style has different preferences for taking in and processing information. The document recommends that trainers identify the different learning styles of participants and incorporate various teaching methods like visual aids, discussions, demonstrations and reflections to help all participants learn effectively. By understanding learning styles, trainers can design sessions that achieve learning objectives and maximize benefit for adult learners.
Adult Learning Theory
1. The document discusses adult learning theory and how it differs from pedagogy. It outlines four key principles of adult learning: adults need to know why they are learning, they learn best through experience, they approach learning as problem-solving, and learning is most effective when it is immediately relevant.
2. The four principles are then exemplified through scenarios relating to motivational, experiential, problem-based, and immediately useful learning. Strategies are suggested for applying the principles in practice, such as setting clear objectives, posing problems to induce learning, and providing real-life examples and feedback.
What is plagiarism?
The document defines plagiarism as presenting the words, ideas, or creative works of others as one's own. It cites a study that found over half of students admit to some level of plagiarism on written assignments using the internet. The document discusses intentional versus unintentional plagiarism and provides examples of each. It notes the consequences of plagiarism can include failing grades, suspension, or expulsion. The document provides guidance on properly citing sources to avoid plagiarism.
Adult Learning Styles
The document discusses several theories of adult learning:
1. Transformational learning focuses on critically examining assumptions and creating behavioral changes through new perspectives.
2. Accelerated learning recognizes individual learning styles and teaches in a way that matches each style for faster learning.
3. The 4MAT system categorizes learning styles based on perception, processing, and brain dominance for a cyclical teaching approach.
4. Experiential learning is facilitated through student participation and control over practical problems with self-evaluation. The teacher's role is to provide resources and share feelings without dominating.
Characteristics of adult learning principles
Adult learners have different characteristics than child learners. Andragogy is the theory of adult learning as described by Malcolm Knowles, who coined the term. Key principles of andragogy include that adult learners are self-directed, draw on life experiences, are goal-oriented and want learning to be relevant and practical. Adult learners prefer to direct their own learning and connect new knowledge to their existing experiences and goals.
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1) Adults are self-directed and bring life experiences to the classroom, so lessons should allow independence and tap into their existing knowledge.
2) Adults are goal-oriented and want learning to be relevant, so objectives and applications should be clear.
3) Adults have many roles and priorities, so flexibility is needed and respect must be shown. Their role as students may be secondary.
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This document discusses learning styles and how to apply the principles of adult learning in training sessions. It identifies four main learning styles: visual, auditory, tactile-kinesthetic, and verbal. Each style has different preferences for taking in and processing information. The document recommends that trainers identify the different learning styles of participants and incorporate various teaching methods like visual aids, discussions, demonstrations and reflections to help all participants learn effectively. By understanding learning styles, trainers can design sessions that achieve learning objectives and maximize benefit for adult learners.
Adult Learning Theory
1. The document discusses adult learning theory and how it differs from pedagogy. It outlines four key principles of adult learning: adults need to know why they are learning, they learn best through experience, they approach learning as problem-solving, and learning is most effective when it is immediately relevant.
2. The four principles are then exemplified through scenarios relating to motivational, experiential, problem-based, and immediately useful learning. Strategies are suggested for applying the principles in practice, such as setting clear objectives, posing problems to induce learning, and providing real-life examples and feedback.
What is plagiarism?
The document defines plagiarism as presenting the words, ideas, or creative works of others as one's own. It cites a study that found over half of students admit to some level of plagiarism on written assignments using the internet. The document discusses intentional versus unintentional plagiarism and provides examples of each. It notes the consequences of plagiarism can include failing grades, suspension, or expulsion. The document provides guidance on properly citing sources to avoid plagiarism.
Adult Learning Styles
The document discusses several theories of adult learning:
1. Transformational learning focuses on critically examining assumptions and creating behavioral changes through new perspectives.
2. Accelerated learning recognizes individual learning styles and teaches in a way that matches each style for faster learning.
3. The 4MAT system categorizes learning styles based on perception, processing, and brain dominance for a cyclical teaching approach.
4. Experiential learning is facilitated through student participation and control over practical problems with self-evaluation. The teacher's role is to provide resources and share feelings without dominating.
Characteristics of adult learning principles
Adult learners have different characteristics than child learners. Andragogy is the theory of adult learning as described by Malcolm Knowles, who coined the term. Key principles of andragogy include that adult learners are self-directed, draw on life experiences, are goal-oriented and want learning to be relevant and practical. Adult learners prefer to direct their own learning and connect new knowledge to their existing experiences and goals.
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Obtain an overview of adult learning theory (andragogy) and learn how Gagne's nine events of instruction can be modified with adult learning theory in mind. Some critiques of the theory are also presented.
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The document provides a 5 step plan to ease a library into a Dewey Decimal system-less organization. It involves sorting graphic novels by genre and publisher, embedding biographies within areas of fame, moving historical fiction into the history section, relocating fiction on certain topics to non-fiction, and adding relevant non-fiction to the fiction section. The plan aims to create an intuitive organization using colored spine labels and integrating related materials.
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