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adult learning introduction historychallenges

The document discusses essential principles and historical context of adult learning, including its unique characteristics and methods tailored for adult learners. It highlights various learning styles, motivations, and challenges specific to adult education, along with a range of theories that inform effective teaching strategies. The document concludes by emphasizing the importance of matching educational approaches to the diverse needs and experiences of adult learners.

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Adult Learning Principals
Introduction • Increasing pace of change in society and advancing technology requires adult workers to have more training and education • Most of educators are not aware of how to teach adults • Adult learning has its own characteristics, methods, and approaches • A teacher of adults requires some basic principles and concepts that can be used to facilitate adult learning with all different setting and audiences
History of Adult Learning: • 1833- German grammar teacher Alexander Kapp termed ‘Andragogy’ to describe Plato’s educational theory • 1921 - German, Social Scientist, Eugen Rosenstock claimed that “adult education required special teachers, special methods, and a special philosophy.” • 1968 – • Malcolm Knowles - principle expert on andragogy Used ‘Andragogy’ in an article in Adult Leadership. • 1970- Term ‘Life-long learning’ was coined – to describe the phenomenon of adult learning. • 1985-2000: Brookfield (1986), Mezirow (1991), Lawler (1991) and Merriam (1999) addressed the concept and discussed how it can be used to facilitate adult learning.
4 Learning A relatively permanent change in human capabilities that is not a result of growth processes. • Learning outcomes: What do we learn? – Verbal information. – Intellectual skills. – Motor skills. – Attitudes. – Cognitive strategy. Noe, 2008
5 The Learning Cycle • The learning cycle is a dynamic process that involves four specific stages: – Concrete experience. – Reflective observation. – Abstract conceptualization. – Active experimentation. • The key to effective learning is to be competent in each of the four stages.
Time: As in there’s never enough of it. Confidence. Competing against a younger, more agile workforce or student peer group can undermine any experienced professional’s confidence. Money. Going back to school is an investment. And while the payoff can be worth it, making that initial financial commitment can feel daunting. Challenges of adult learning
Learning Styles • Active – Participation – asking questions, etc. – Class Activities – Hands-on – Presentations • Passive – Read – Listen – Observe 7
Characteristics of Adult Learners • Control over learning. • High motivation to learn. • Pragmatic in learning. • Learning may be a secondary role. • Resistant to change. • Adult learners are more diverse. • Draw on past experiences in learning. • Learning is often self-initiated. • Learning is aimed at an immediate goal.
9 Kolb’s Learning Styles What Learning Style Are You?
10 How do people learn new information? – Visual. – Auditory. – Kinesthetic.
Six Factors as sources of Motivation for Adult Learning • Social relationships: to make new friends, to meet a need for associations and friendships. • External expectations: to comply with instructions from someone else; to fulfill the expectations or recommendations of someone with formal authority. • Social welfare: to improve ability to serve mankind, prepare for service to the community, and improve ability to participate in community work. • Personal advancement: to achieve higher status in a job, secure professional advancement, and stay abreast of competitors. • Escape/Stimulation: to relieve boredom, provide a break in the routine of home or work, and provide a contrast to other exacting details of life. • Cognitive interest: to learn for the sake of learning, seek knowledge for its own sake, and to satisfy an inquiring mind.
12 Learning Theories • Reinforcement theory: – People are motivated to perform or avoid certain behaviors because of past experience based on that behavior. • Positive reinforcement. • Negative reinforcement. • Extinction.
13 Social Learning Theory • People learn by observing other people (models) they think are knowledgeable and credible. • The model’s behavior is adopted. • Self-efficacy: The individual must believe he or she iscapable of learning. • Four processes in learning: – Attention. – Retention. – Motor reproduction. – Motivation.
14 Goal Theories • Goal-setting theory: – Behavior results from a person’s intentional goals and objectives • Goal orientation: – Learning orientation. – Performance orientation.
15 Need Theories • A need is a deficiency that a person experiences at a certain time. • A need motivates a person to behave in a way that satisfies the deficiency. • Need theory suggests that trainers should identify the trainee needs and communicate to them how the training will satisfy that need. © SHRM 2009
16 Expectancy Theory • Behavior is linked to three factors: – Expectancies: The trainee’s belief that increasing effort will lead to higher performance. – Instrumentality: The trainee’s belief that performing a certain behavior will lead to an expected reward. – Valence: The value that the trainee places on the reward. © SHRM 2009
17 Information Processing Theory • Information processing theory: – Information is taken in by the brain. – Information undergoes transformation. – Information is encoded into short-term or long-term memory. – Information is stored and available for later retrieval and use. – Feedback from the environment. © SHRM 2009
7 learning principles
Self directed learning Learning at one’s own pace in one’s own way. You know what you need to learn and set your own goals, track down materials, and create a plan to foster your own learning, then self-evaluate. Five step model of self directed learning: 1. Diagnosing learning needs 2. Formulating learning needs 3. Identifying human material resources for learning 4. Choosing and implementing appropriate learning strategies 5. Evaluating learning outcomes
Transformational • Learning can change your perspective on the world and vice-versa • Whether from a teacher, a mentor or some other channel, new information can shift a person’s worldview and challenge their preconceived notions. In shifting the learner’s outlook, the information becomes both applied and retained.
Experiential • Focuses on developing life experience or "hands-on" learning. • Participate physically in the learning environment ("getting your hands dirty") and then reflecting on what worked and what didn’t.
Mentorship • Learning from an outside mentor (established figure) in a field. • Mentors and mentees can learn from each other. (Mentees ask challenging questions, mentors challenge proteges’ understanding of the material.)
Orientation to learning • Adults need to reframe their emotions and assumptions around the experience and value of learning. • Educators instruct their students on how to apply new lessons in the real world, which helps students retain information.
Motivation • Children are motivated by parents and laws requiring their education; adults often have internal motivation. • Adults put in the time and effort to learn because they’ve typically internalized their motivation, whether it’s career success, the prestige of a degree or a better salary.
Readiness to learn • As a child matures, they reach a certain threshold of learning readiness (such as reading or basic math facts), but adults have already been through this development and need to rely on past experience or life changes to develop a renewed readiness. • Renewing your readiness to learn as an adult often happens by way of a situational trigger. Perhaps you lose your job or want to switch careers, for example. Or perhaps your next promotion hinges on mastering a skill.
Adult Learning Techniques
Icebreaker • A method of "introduction" to achieve a relaxed, friendly atmosphere • It breaks down the formality of meetings • Group Discussion • A method employed to explore all avenues of a particular subject • Advantages: Everyone has the opportunity to participate in the discussion • Everyone considers that he is contributing to the goal of progress • Chairman in each group gains experience in leading a discussion • Spokesman in each group gains experience in summarizing and presentation the group's discussions
Case Study • A case study is a written description of a situation that contains a number of problems. • It provides participants with a basis for studying a situation, analyzing its important aspects, and reaching various conclusions Advantages • It improves ability to perceive the interrelations between the factors mentioned. • It help participants to distinguish relevant material from the superfluous. • Enable to see matters from the other's point of view as well.
Team based learning • This method creates team building and provides an ideal learning and review experience. Advantages: Enables to understand the issue and convey it in a creative and entertaining way. A live presentation of a topic makes participants retain aspects in their minds for longer time
Think, Pair, Share • Pose a question or problem and ask students to discuss with another person • often with a goal or criteria provided by the teacher Polling the class Ask a question and observe distribution of collective responses – show of hands, number/color cards, electronic devices etc • Problem-solving exercises Provide a problem that stimulates exploration in a specific context
Plus/Delta • List what is to be continued or what is understood (+) and what needs to be changed or reviewed further (Δ) Find primary data, original sources. • Ask student to read the original work rather than a summation or distillation of it.
Concept maps • Graphic representation of ideas, actions and situations with words, often within geometric shapes with arrows between them Questioning techniques • What if …. – Change the situation and ask the students what if this or that were the case, how would that affect your understanding and thinking? • Compare and contrast – ask students to describe two different situations that connect to some common link or idea
Reflective discourse • The dialogue, exploration and discussion among group members during which understanding is shared, questioned and clarified. Simulations • Using artificial models and objects to practice and learn something Role play • Members of a group assume the role of another person in a particular defined situation or setting and act
Problem Based Learning • A focused experiential learning • It engages students as stakeholders • It organizes curriculum around this holistic problem • Teacher act as facilitator
Impact of PBL on Learners • Increases Motivation • Makes Learning Relevant to the Real World • PBL offers students an obvious answer to their questions • Promotes Higher Order Thinking- critical and creative thinking • Students gather information significant to the problem and assess its credibility and validity. • Encourages Learning How to Learn
Portfolio-based learning • A portfolio is a collection of evidence that represents achievement and learning within a course or programme of study • Portfolio-based learning tends to draw heavily on experiential learning theory It require: Gathering and presentation of evidence • An element of critical reflection or commentary • It contains direct evidence of work and learning
Conclusion • Build on what learners already know Identify the knowledge, attitudes, skills, or practice that will be most relevant to their needs Deliver teaching in the way that matches learners’ needs.
Questions
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