ADULT LEARNING PRINCIPLES,THEORIES

AND TYPES

Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. -Henry Ford

WHAT IS ADULT LEARNING ?

Adult learning The European Commission defines adult learning as,

‘all forms of learning undertaken by adults after having left initial education and training, however far this process may have gone (e.g. including tertiary education).’ (European Commission 2006b, p. 2)

Adult learning is defined as ‘the entire range of formal, non-formal and informal learning activities which are undertaken by adults after a break since leaving initial education and training, and which results in the acquisition of new knowledge and skills’.1

Who is an adult learner?

18 2516

??

??

Adult learners If you ask Google, you get two different

answers that are frequently repeated over the Internet. One from the American Council on Education ‘Adult learners are typically defined as learners over the age of 25

The other from Wikipedia ‘a person 18 years and up who is involved in forms of learning’. The OECD survey of adult skills included people from 16 to 65.

Learning Principles Motivation.

Reinforcement. Retention.

Transference.

Adult learning theories Malcolm Shepherd Knowles (1913 –

1997) was an American educator well known for the use of the term Andragogy as synonymous to the adult education.

Andragogy- adult learning theory of Malcolm Knowles

Adult learning theoriesAndragogy Pedagogy

Pedagogy vs. AndragogyPEDAGOGY

The art and science of teaching children

ANDRAGOGY

The art and science of helping adults learn

Term introduced in 1968 by Knowles

How the mind changes

Adult learning theories

1. Transformational Learning2. Accelerated Learning3. 4MAT4. Self Directed Learning

Transformational LearningThe intent of education for emancipatory action –

or … perspective transformation …is the providing of the learner with:

an accurate in-depth understanding of his or her historical situation;

becoming critically aware of how and why the structure of psycho-cultural assumptions has come to constrain the way we see ourselves and our relationships,

reconstituting the structure to permit a more inclusive and discriminating integration of experience and acting upon these new understandings.

Transformational Learning Process

An appraisal of oneself or self-

scrutinyAn exploration of

ways to either explain

discrepancies or to live with them

The development of alternative perspectives or

new ways of thinking and acting

Occurrence of a trigger event that prompts inner discomfort and perplexity

The integration of new perspectives into one’s life

Accelerated Learning Accelerated Learning recognizes that each of us

has an individual preferred way of learning that suits us best.

When you learn the techniques that exactly match your personal learning style, you will be learning in the way that is most natural for you.

Because it is natural, it is easier; because it is easier, it is faster.

Accelerated Learning Process Motivate the mind Acquire information Search out meaning Trigger the memory Exhibit what is known Reflect on what was learned

4MAT SystemLearners receive information on a continuum Direct Experience -- Abstract Concept

Learners process information on a continuum Active Experimentation -- Reflective

Observation

The point of intersection of the two identifies the learner’s favorite way to learn.

4MAT System The combination of the perception, processing

and brain dominance creates eight diverse learning styles.

The 4MAT System uses a cyclical approach to teach around the circle in a variety of methods to reach each learner’s strong area, and allow stretching by experiences in the weaker, non-dominant arenas.

4MAT System - DiSC

Dominance - relating to control, power and assertiveness Influence - relating to social situations and communication Steadiness - relating to patience, persistence, and thoughtfulness Compliance - relating to structure and organization

4MAT SystemLearners also favor one side of the brain over

another.

Left Brain Right Brainlogical creativeverbal spatialanalytical intuitive

Experiential LearningLearning is facilitated when: the learner participates completely in the

learning process and has control over its nature and direction,

it is primarily based upon direct confrontation with practical, social, personal or research problems

self-evaluation is the principal method of assessing progress or success.

Experiential Learning

Concrete Experience

Observation and

Reflection

Testing in New

Situations

Forming Abstract

Concepts

LEARNING METHODS ORSTYLES

How adults approach learningLearning

Strategies KnowledgeSelectivity

Metacognition

SAVI APPROCH

INTELLACTUAL

The SAVI Approach

Involve the learner through: Somatic (physical) learning

Involve the body Auditory learning

Let them hear and talk about it Visual Learning

Let them visualize and picture it

Intellectual learningLet them process it

When you.. Visual Auditory Kinesthetic & Tactile

Spell Do you try to see the word? Do you sound out the word or use a phonetic approach?

Do you write the word down to find if it feels right?

TalkDo you sparingly but dislike listening for

too long? Do you favor words such as see, picture, and imagine?

Do you enjoy listening but are impatient to talk? Do you use words such as hear, tune, and think?

Do you gesture and use expressive movements? Do you use words such as feel, touch, and hold?

Concentrate Do you become distracted by untidiness or movement?

Do you become distracted by sounds or noises?

Do you become distracted by activity around you?

Meet someone again

Do you forget names but remember faces or remember where you met?

Do you forget faces but remember names or remember what you talked about?

Do you remember best what you did together?

Contact people on

businessDo you prefer direct, face-to-face,

personal meetings? Do you prefer the telephone? Do you talk with them while walking or participating in an activity?

Read Do you like descriptive scenes or pause to imagine the actions?

Do you enjoy dialog and conversation or hear the characters talk?

Do you prefer action stories or are not a keen reader?

Do something new at work

Do you like to see demonstrations, diagrams, slides, or posters?

Do you prefer verbal instructions or talking about it with someone else?

Do you prefer to jump right in and try it?

Put something together

Do you look at the directions and the picture?

Do you ignore the directions and figure it out as you go along?

Need help with a computer

applicationDo you seek out pictures or diagrams?

Do you call the help desk, ask a neighbor, or growl at the computer?

Do you keep trying to do it or try it on another computer?

What is your learning style?

Bring Learning to Life For one minute Once a week Ten things

Understand how you learn to betterunderstand how learning happens.

If you’re the learner Be an active learner, participating in the interactive

exercises. Be critical of poorly defined sessions, an unprepared

trainer, or processes that prevent your learning; provide constructive feedback to the trainer.

Ensure your personal success by encouraging feedback from the trainer.

Delivering constructive feedback is a key action expected of all professional trainers.

Learners have a right to receive feedback from their trainers.

Recognize that you’re responsible for your own learning, so ensure that all your questions are answered.

Contribute to your own success by clearly identifying a learning plan for yourself; then do your part to achieve your objectives.

Success is not final, failure is not fatal: it is the courage to continue that counts.

~ Winston Churchill

Lifelong Learning

Reference Gagne, R. M. (1985), The Conditions Of Learning

(4th edition), Holt, Rinehart and Winston, New York. http://www.vark-learn.com/english/page.asp?

p=questionnaire www.educause.edu www.ted.com www.open.ac.uk m.oxfordshire.gov.uk