The document discusses Malcolm Knowles and his theories of adult learning, or andragogy. Knowles introduced the concept of andragogy to describe how adults learn differently than children, with adult learners being self-directed, goal-oriented, and drawing on life experiences. The document also outlines some key characteristics of adult learners and factors that motivate adult learning, such as social relationships, personal advancement, and cognitive interest. Barriers to adult learning are also discussed, including lack of time, money, and confidence.
Learning Theories and Instructional Pathways for Adult Learners in the Online...AngelaGibson
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Presented by: Dr. Angela M. Gibson, American Public University System, and Dr. Lori Kupczynski, Texas A&M University - Kingsville at the 15th Annual Sloan-C International Conference on Online Learning October 2009
Learning Theories and Instructional Pathways for Adult Learners in the Online...AngelaGibson
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Presented by: Dr. Angela M. Gibson, American Public University System, and Dr. Lori Kupczynski, Texas A&M University - Kingsville at the 15th Annual Sloan-C International Conference on Online Learning October 2009
Les comparto esta presentación sobre adult learning. en particular a mis colegas inscritos en el programa de desarrolllo de habilidades docentes clinicas
Adult learning:Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values
This PPT includes what is learning and how can we provide learning though some psychologists theories to someone, factor of learning and what is Adult learning through "Pedagogy" & "Androgogy" concepts.
The Adult Learner: Chapter Outlines and Main PointsMike Ramsey
This is a 200 slide presentation outlining the book The Adult Learner by Malcolm Knowles. As you may know this book is some dry reading so I and my peers converted it into a four hour lecture. This was in 2004 and our powerpoint skills were basic. I hope this helps you with some insight into androgogy and the adult learner as well as some insight to the leading minds of the time.
Content created by: Brian Shearer, Rufus Brown, David Koleson, Jason Howsare, Karl Kilthau, and Mike Ramsey
The Adult Learning Theory - Andragogy. Malcolm Shepherd Knowles (1913 – 1997) was an American educator well known for the use of the term Andragogy as synonymous to the adult education. According Malcolm Knowles, andragogy is the art and science of adult learning
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Best viewed full-screen on a computer monitor.
Group presentation for DU-TEAC1980-S2-W15. Prepared by David Hedley, Amr Kebbi, Ashley Northey, Patricia Robson, Serge Turchanikov.
Les comparto esta presentación sobre adult learning. en particular a mis colegas inscritos en el programa de desarrolllo de habilidades docentes clinicas
Adult learning:Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values
This PPT includes what is learning and how can we provide learning though some psychologists theories to someone, factor of learning and what is Adult learning through "Pedagogy" & "Androgogy" concepts.
The Adult Learner: Chapter Outlines and Main PointsMike Ramsey
This is a 200 slide presentation outlining the book The Adult Learner by Malcolm Knowles. As you may know this book is some dry reading so I and my peers converted it into a four hour lecture. This was in 2004 and our powerpoint skills were basic. I hope this helps you with some insight into androgogy and the adult learner as well as some insight to the leading minds of the time.
Content created by: Brian Shearer, Rufus Brown, David Koleson, Jason Howsare, Karl Kilthau, and Mike Ramsey
The Adult Learning Theory - Andragogy. Malcolm Shepherd Knowles (1913 – 1997) was an American educator well known for the use of the term Andragogy as synonymous to the adult education. According Malcolm Knowles, andragogy is the art and science of adult learning
A presentation occupational therapy students about incorporating Social Emotional Learning into High Schools. Pertinent topics include: occupational therapy, mental health, schools, high schools.
Best viewed full-screen on a computer monitor.
Group presentation for DU-TEAC1980-S2-W15. Prepared by David Hedley, Amr Kebbi, Ashley Northey, Patricia Robson, Serge Turchanikov.
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Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
Teaching Adults: What trainers need to knowDanielleHazen1
Teaching adults isn’t
like teaching children. What we learn in childhood forms the foundation of what we learn as
adults. Our life experiences can add to that, thus creating a substantial
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www.seribangash.com
A Memorandum of Association (MOA) is a legal document that outlines the fundamental principles and objectives upon which a company operates. It serves as the company's charter or constitution and defines the scope of its activities. Here's a detailed note on the MOA:
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2. Malcolm Knowles
Most adult learning theories have been based on the work of Malcolm Knowles,
who theorized that adult learners have distinct and unique characteristics.
Andragogy – a term introduced by Malcolm Knowles, which describes the
science of helping adults learn.
Andragogical – learner centered method.
Pedagogical – teacher centered method.
6. ADULTS HAVE ACCUMULATED A FOUNDATION OF LIFE
EXPERIENCES AND KNOWLEDGE THAT MAY INCLUDE WORK-RELATED
ACTIVITIES, FAMILY RESPONSIBILITIES AND PREVIOUS
EDUCATION.
9. Motivation is another aspect of adult learning. At least six
factors serve as sources of motivation for adult learning:
10. • 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.
11. Unlike children and teenagers, adults have many responsibilities that they must
balance against the demands of learning. Because of these responsibilities,
adults have barriers against participating in learning.
12. • Lack of time
• Lack of money
• Lack of confidence or interest
• Lack of information about
opportunities to learn
• Scheduling problems
• Red tape
• Problems with childcare and
transportation
13. What motivates adult learners?
Typical motivations include:
• Requirement for competence or
licensing
• An expected (or realized)
promotion
• A need to maintain old skills and
learn new ones
• A need to adapt to job changes
• A need to adapt to new systems
• The need to learn in order to
comply with company directives
14. There are four critical elements of learning that must be addressed to
ensure that participants learn. These elements are:
15. • Motivation - Instructors can motivate
students via several means:
– Set a feeling or tone for the lesson
– Set an appropriate level of
concern
– Set an appropriate level of
difficulty
16. • Reinforcement – instructors can
also motivate adult learners through
reinforcement.
– Positive Reinforcement
– Negative Reinforcement
When instructors are trying to
change behaviors (old practices),
they should apply both positive and
negative reinforcement.
17. • Retention – Students must retain
information from classes in order to
benefit from the learning.
The amount of retention will be directly
affected by the degree of original
learning. Simply stated, if the
participants did not learn the material
well initially, they will not retain it well
either.
18. • Transference – the ability to use the
information taught in the course but
in a new setting.
– Positive transference
– Negative transference
19. Transference is most likely to occur
in the following situation:
– Association
– Similarity
– Degree of original learning
– Critical attribute element
In order to effectively design courses geared for adult students, it is important to understand how adults learn, and how their needs differ from those of K-12 or typical undergraduate students.
Adult education literature supports the idea that adults are mutual partners in the learning endeavor. Some of the Adult Learning Theory is geared more towards face-to-face instruction.
Adults tend to prefer single concept, single-theory courses that focus heavily on the application of the concept to relevant problems. This tendency increases with age. Regardless of media, straightforward how-to is the preferred content orientation.
They need to be free to direct themselves.
Their teachers must actively involve adult participants in the learning process and serve as facilitators for them.
Facilitators must get participants' perspectives about what topics to cover and let them work on projects that reflect their interests. They should allow the participants to assume responsibility for presentations and group leadership.
They have to be sure to act as facilitators, guiding participants to their own knowledge rather than supplying them with facts. Finally, they must show participants how the class will help them reach their goals
When adults enroll in a course, they usually know what goal or goals they want to attain.
With their goal in mind, they appreciate an educational program that is organized and has clearly defined elements.
It is therefore critical for the facilitator or instructor to show the participants how this class will help them attain their goals.
Adults NEED to see a reason for learning something. They must see a reason for learning something.
It is therefore critical for facilitators to identify objectives for adult participants before the course begins. This also means that theories and concepts must be related to a setting familiar to the participants.
Facilitators should let the participants choose projects that reflect their own interests.
Participants NEED to connect learning to this knowledge/experience base. To help them do so, facilitators should draw out participants' experience and knowledge which is relevant to the topic. They must relate theories and concepts to the participants and recognize the value of experience in learning.
Adults are practical, focusing on the aspects of a lesson that is most useful to them in their work. They may enroll in a class without being really interested in knowledge for its own sake, but that it is relevant to their work.
Facilitators, therefore, must explain to the participants how the lesson will be useful to them on the job.
Adults are generally motivated to learn due to internal or intrinsic factors as opposed to external or extrinsic factors.
Adults want their instructors or facilitators to acknowledge the wealth of experience adult participants bring to the classroom.
In other words, facilitators should treat adult participants as equals in experience and knowledge to voice their opinions freely in class.
The best way to motivate adult learners is simply to enhance their reasons for enrolling and decrease the barriers.
Set a feeling or tone for the lesson. Instructors should try to establish a friendly, open atmosphere that shows the participants they will help them learn.
Set an appropriate level of concern. The level of tension must be adjusted to meet the level of importance of the objective. If the material has a high level of importance, a higher level of tension/stress should be established in the class. However, people learn best under low to moderate stress; if the stress is too high, it becomes a barrier to learning.
Set an appropriate level of difficulty. The degree of difficulty should be set high enough to challenge participants but not so high that they become frustrated by information overload. The instruction should predict and reward participation, culminating in success.
Positive reinforcement is normally used by instructors who are teaching participants new skills. As the name implies, positive reinforcement is "good" and reinforces "good" (or positive) behavior.
Negative reinforcement is normally used by instructors teaching a new skill or new information. It is useful in trying to change modes of behavior. The result of negative reinforcement is extinction -- that is, the instructor uses negative reinforcement until the "bad" behavior disappears, or it becomes extinct. (
Positive reinforcement is normally used by instructors who are teaching participants new skills. As the name implies, positive reinforcement is "good" and reinforces "good" (or positive) behavior.
Negative reinforcement is normally used by instructors teaching a new skill or new information. It is useful in trying to change modes of behavior. The result of negative reinforcement is extinction -- that is, the instructor uses negative reinforcement until the "bad" behavior disappears, or it becomes extinct. (
Positive transference, like positive reinforcement, occurs when the participants uses the behavior taught in the course.
Negative transference, again like negative reinforcement, occurs when the participants do not do what they are told not to do. This results in a positive (desired) outcome.
Association -- participants can associate the new information with something that they already know.
Similarity -- the information is similar to material that participants already know; that is, it revisits a logical framework or pattern.
Degree of original learning -- participant's degree of original learning was high.
Critical attribute element -- the information learned contains elements that are extremely beneficial (critical) on the job.
Although adult learning is relatively new as field of study, it is just as substantial as traditional education and carries and potential for greater success. Of course, the heightened success requires a greater responsibility on the part of the teacher. Additionally, the learners come to the course with precisely defined expectations. Unfortunately, there are barriers to their learning. The best motivators for adult learners are interest and selfish benefit. If they can be shown that the course benefits them pragmatically, they will perform better, and the benefits will be longer lasting.