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 learn best when the topic is of
immediate value.
Adults are autonomous and self-
directed
Adults are goal oriented
Adults have accumulated life
experiences
9. Most effective training strategies
Case studies
Role-playing
Simulations
Self-evaluations.
N.B. Instructor’s role…… facilitator or resource
(Not lecturer or grader.)
10. RULES
1.Explain why specific things are being
taught
2.Instruction should be task-oriented
instead of memorization
11. 3. Instruction should take 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
Developed by B.F. Skinner
(OPERANT CONDITIONING)
Reinforcement - Anything that
increases the likelihood that a response
will occur.
It increases or strengthens the behavior. )
.
13.
14.
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.
16.
17. From the diagram learning is,
Through concrete experience
Through observation and reflection
Through abstract conceptualisation
Through active experimentation
18. Qualities of experiential learning
Personal involvement
Learner-initiated
Evaluated by learner
Pervasive effects on learner
19. 4. INFORMATION PROCESSING THEORY
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 two theoretical 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 chunking and 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 (or attention
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 OF ADULTS
AS LEARNERS (CAL) MODEL
Consists of two classes of variables:
i. Personal characteristics
ii. Situational characteristics.
25. Personal characteristics;
1.Aging –Leads to 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.
Cognitive learning 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 is a 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 of cognitive
teaching/learning approach…..,
making knowledge meaningful
helping learners organize and
relate new information to
prior knowledge in memory.
30. NOTES
Learning is not just a sit down and
listen pathway.
It is a process of thinking that
influenced by past and present
surroundings and experiences.
31. Trainers must look at;
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: the endeavor 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 AND INFORMATION
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 learning is 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 should be 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 are highly vest in solving the current
problem
They actually apply new materials and
information and
Exchange ongoing feedback around their
experiences
38. What Motivates Adult Learners?
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 Adult Learning
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 CURVE AND
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 learning plateau
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 trainee wishes 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.
