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Adult learning 2015
- 1. THE PSYCHOLOGY OFADULT LEARNING. By Annah Kihanya
- 2. Definition of Terms. Learning Development: Self-directedlearning (Class Discussion)
- 3. THEORIES OF ADULT LEARNING. 1.Andragogy 2.Reinforcementtheory 3.Experiential Learning 4.Information Processing Theory
- 4. 5. Characteristics ofAdults as Learners (CAL) model 6. Cognitive theory 7. Cybernetics and information
- 5. 1. Andragogy NOTE……. Learning isbroadly divided into Pedagogy and Andragogy. 1) Pedagogy – Teaching / educating children. Teacher centered / oriented. 2) Andragogy – Teaching / educating adults Participative
- 6. (Known as Knowles’Andragogy) Assumptions of Andragogy Adults need to know why they need to learn something Adults need to learn experientially, Adults approach learning as problem- solving
- 7. Adults learnbest when the topic is of immediate value. Adults are autonomous and self- directed Adults are goal oriented Adults have accumulated life experiences
- 8. Implication for training Instructionfor adults needs to focus: more on the process less on the content being taught.
- 9. Most effective trainingstrategies Case studies Role-playing Simulations Self-evaluations. N.B. Instructor’s role…… facilitator or resource (Not lecturer or grader.)
- 10. RULES 1.Explain why specificthings are being taught 2.Instruction should be task-oriented instead of memorization
- 11. 3. Instruction shouldtake into account the wide range of different backgrounds of learners 4. Instruction should allow learners to discover things for themselves (adults are self-directed)
- 12. 2. REINFORCEMENT THEORY Developedby B.F. Skinner (OPERANT CONDITIONING) Reinforcement - Anything that increases the likelihood that a response will occur. It increases or strengthens the behavior. ) .
- 15. 3. EXPERIENTIAL LEARNING Meaning- the process of learning through experience, Or "learning through reflection on doing". Difference with rote or didactic learning - the learner plays a comparatively passive role.
- 17. From the diagramlearning is, Through concrete experience Through observation and reflection Through abstract conceptualisation Through active experimentation
- 18. Qualities of experientiallearning Personal involvement Learner-initiated Evaluated by learner Pervasive effects on learner
- 19. 4. INFORMATION PROCESSINGTHEORY A cognitive approach to understanding how the human mind transforms sensory information. Assumption- Information that comes from the environment is subject to mental processes beyond a simple stimulus-response pattern. "
- 20. Based on twotheoretical ideas: 1.Concept of chunking and the capacity of the Short Term Memory (STM) 2.Concept of Information Processing - uses the metaphor of computer as a model for human learning
- 21. Concept of chunkingand the capacity of the STM STM can hold between 5-9 chunks of information A chunk is any meaningful unit A chunk can be digits, words, people’s faces, etc.
- 22. Concept is TOTE(Test-Operate- Test-Exit). A goal is tested to see if it has been achieved and if not an operation is performed to achieve the goal Cycle of test-operate is repeated until the goal is eventually achieved or abandoned
- 23. Principles 1.Short-term memory (orattention span) is limited to seven chunks of information. 2.Planning (in the form of TOTE units) is a fundamental cognitive process. 3.Behavior is hierarchically organized (e.g., chunks, TOTE units).
- 24. 5. CHARACTERISTICS OFADULTS AS LEARNERS (CAL) MODEL Consists of two classes of variables: i. Personal characteristics ii. Situational characteristics.
- 25. Personal characteristics; 1.Aging –Leadsto deterioration of eyesight, hearing, reaction time 2. Life phases e.g., marriage, job changes, retirement -involve a series of plateaus and transitions 3. Developmental stages- Lead to improved decision-making skills, reasoning, vocabulary
- 26. Situational characteristics Consist of i.part-time versus full-time learning Affects administration of learning i.e., schedules, locations, procedures i. voluntary versus compulsory learning. pertains to the self-directed, problem- centered nature of most adult learning
- 27. 6. COGNITIVE THEORY. Cognitivelearning theories focus primarily on how knowledge is: acquired, processed, stored, retrieved, and activated by the learner during the different phases of the learning process
- 28. Knowledge acquisition isa mental activity involving internal coding and structuring by the learner learning happens best under conditions that are aligned with human cognitive architecture.
- 29. Main focus ofcognitive teaching/learning approach….., making knowledge meaningful helping learners organize and relate new information to prior knowledge in memory.
- 30. NOTES Learning is notjust a sit down and listen pathway. It is a process of thinking that influenced by past and present surroundings and experiences.
- 31. Trainers must lookat; the learned behaviors of trainees the learning environment provided the environment they are accustomed to outside the training venue their personal needs and ideals.
- 32. Jean Piaget: theendeavor to model the processes of cognitive adaptation in the human mind They suggest feedback can control people’s performance in the same way that a thermostat controls a heating system A learner reacts to cues of stimuli
- 33. 7. CYBERNETICS ANDINFORMATION THEORIES Cybernetic Theories concentrate on how information is received and monitored. The monitoring is a constant process in all activities. In training, feedback is provided by simulators(act as thermostats)
- 34. ADULT LEARNING PRINCIPLES Adults need to be involved in the planning and evaluation of their instruction. Experience (including mistakes) provides the basis for learning activities. Adults are most interested in learning subjects that have immediate relevance to their job or personal life.
- 35. Adult learningis problem-centered rather than content-oriented. Adult learning programs should capitalize on the experience of participants. Adult learning programs should adapt to the aging limitations of the participants.
- 36. Adults shouldbe challenged to move to increasingly advanced stages of personal development. Adults should have as much choice as possible in the availability and organization of learning programs. Working to address a current, real-world problem
- 37. They arehighly vest in solving the current problem They actually apply new materials and information and Exchange ongoing feedback around their experiences
- 38. What Motivates AdultLearners? To make or maintain social relationships To meet external expectations--the boss says you have to upgrade skill X to keep your job Learn to better serve others -- managers often learn basic First Aid to protect their employees
- 39. Barriers to AdultLearning Many other responsibilities (families, careers, social commitments) Lack of time Lack of money Lack of child care
- 40. Scheduling problems Transportation problems Insufficient confidence Having to learn, if told by boss, but not interested or ready
- 41. THE LEARNING CURVEAND PLATEAU Graphs showing the relationship between performance and training There are two types of curves for easy tasks and for difficult tasks.
- 42. Explaining the learningplateau The trainee is temporarily discouraged by the increasing difficulty of the task; he/she has lost motivation The trainee has acquired some incorrect responses during the first part of the learning programme, which he/she must lose if further progress is to be made.
- 43. The traineewishes to look back at the material learned so far and discover its significance. In the case of manual training, the task may include some difficult perceptions or stimulus- response associations.
- 44.