ADULT LEARNING TRANSACTIONS PRESENTATION

LEARNING TEAM B: ARLENA BYRD, MICHAEL HARDING, JOHN ROSS JOHNSON, DIANE TAVEAUAET 500

EMILY CHRISTIANSENMARCH 21, 2016

1. NON-TRADITIONAL INSTRUCTIONAL MODEL

• “ALCOHOLICS ANONYMOUS IS AN INTERNATIONAL FELLOWSHIP OF MEN AND WOMEN WHO HAVE HAD A DRINKING PROBLEM. IT IS NONPROFESSIONAL, SELF-SUPPORTING, MULTIRACIAL, APOLITICAL, AND AVAILABLE ALMOST EVERYWHERE. THERE ARE NO AGE OR EDUCATION REQUIREMENTS. MEMBERSHIP IS OPEN TO ANYONE WHO WANTS TO DO SOMETHING ABOUT HIS OR HER DRINKING PROBLEM” AA.ORG (2016).

• APPLICATION FOR USE: THIS GROUP AND OTHER 12 STEPS PROGRAMS ARE AVAILABLE TO ANYONE WHO SUFFERS FROM AN ADDICTION AND WANTS HELP.

ALCOHOLICS ANONYMOUS ANDRAGOGICAL PRINCIPLES EMPLOYED

• SELF-DIRECTED LEARNING: UNLESS A PERSON HAS BEEN ENROLLED IN A REHAB INSTITUTE, MEMBERSHIP IN AA IS VOLUNTARY SO SELF-DIRECTED LEARNING; “A PROCESS BY WHICH INDIVIDUALS TAKE THE INITIATIVE, WITH OR WITHOUT THE HELP OF OTHERS, IN DIAGNOSING THEIR LEARNING NEEDS” MERRIAM (2014), IS DEFINITELY EMPLOYED HERE.

• READINESS TO LEARN/PROBLEM-CENTERED ORIENTATION: AS THE SOCIAL ROLES OF ADULTHOOD CREATE A NEED FOR LEARNING, THE DESPAIR OF THE ALCOHOLIC CREATES A NEED FOR A SOLUTION. “NO WORDS CAN TELL OF THE LONELINESS AND DESPAIR I FOUND IN THAT BITTER MORASS OF SELF-PITY. QUICKSAND STRETCHED AROUND ME IN ALL DIRECTIONS. I HAD MET MY MATCH. I HAD BEEN OVERWHELMED. ALCOHOL WAS MY MASTER. THOSE WHO WALK THROUGH THE DOORS OF THEIR FIRST AA MEETING ARE “AN ALCOHOLIC WHO WANTS TO GET OVER IT, (AND) MAY ALREADY BE ASKING – ‘WHAT DO I HAVE TO DO?’ ALCOHOLICS ANONYMOUS (1998).

ALCOHOLICS ANONYMOUS ANDRAGOGICAL PRINCIPLES EMPLOYED

• SUPPORT SERVICES: AA PROVIDES MANY SUPPORT SERVICES TO HELP THEIR MEMBERS SUCCEED. AMONG THEM ARE LITERATURE, MEETINGS, SPONSORS, ONLINE SUPPORT. “THROUGH GOING TO MEETINGS AND LISTENING, AND OCCASIONALLY SPEAKING, THROUGH DOING TWELVE STEP WORK, WHEREBY IN HELPING OTHERS YOU ARE BOTH THE TEACHER AND THE STUDENT, BY MAKING MANY WONDERFUL A.A. FRIENDS, I HAVE BEEN TAUGHT ALL THE THINGS IN LIFE THAT ARE WORTH HAVING” ALCOHOLICS ANONYMOUS (1998).

• REFLECTIVE ELEMENT: A.A. DEFINITELY HAS THIS EMBEDDED WITHIN THE 12 STEP WORK. THE 4TH STEP AS STATED IN THE BIG BOOK SAYS THAT YOU MUST, “MAKE A SEARCHING AND FEARLESS MORAL INVENTORY OF OURSELVES.” THE ENTIRE PROCESS OF RECOVERY INVOLVES REFLECTING ON ASSUMPTIONS AND BELIEFS AND REQUIRES A CHANGE IN PARADIGMATIC AND CAUSAL ASSUMPTIONS. THE INVENTORY WORKS TO AID OUR HUNTING ASSUMPTIONS AND “TRYING TO IDENTIFY WHAT UNDERLIES OUR THOUGHT AND ACTION” MERRIAM (2014). PEOPLE IN RECOVERY ARE IMMERSED IN CRITICAL THINKING CONSTANTLY, WHILE PARTNERING WITH A MENTOR, SOMEONE WHO “HAS WHAT THEY WANT.” “IF WE HAVE BEEN THOROUGH ABOUT OUR PERSONAL INVENTORY, WE HAVE WRITTEN DOWN A LOT. WE HAVE LISTED AND ANALYZED OUR RESENTMENTS. WE HAVE BEGUN TO COMPREHEND THEIR FUTILITY AND THEIR FATALITY” ALCOHOLICS ANONYMOUS (1998). STEP 5 REQUIRES YOU TO SHARE THIS WITH ANOTHER PERSON WHO CAN LISTEN. MANY WHO ARE SUCCESSFUL HAVE A SPONSOR WHO IS SOMEONE WITH YEARS OF SOBRIETY WHO CAN ANSWER QUESTIONS AND FUNCTION AS A MENTOR TO THEIR SPONSEE.

2. NON-TRADITIONAL INSTRUCTIONAL MODEL

• EMBODIED LEARNING EXPLORES MULTIPLE WAYS ADULTS LEARN THROUGH THEIR BODIES. EMBODIED OR SOMATIC LEARNING IS A WAY OF LEARNING THAT RELIES ON THE BODY’S KNOWLEDGE. OUR MOST BASIC FORM OF LEARNING IN CHILDHOOD IS PREVERBAL; HOWEVER, TRADITIONAL SCHOOLING FORCES US TO, “CHECK OUR BODIES AT THE DOOR.” REQUIRING US TO SIT AT A DESK AND RAISE OUR HANDS, FOCUSING PRIMARILY ON COGNITION, AND TEND TO IGNORE OTHER WAYS OF KNOWING. BY THE TIME WE REACH ADULTHOOD, “BEING IN OUR BODIES” IS A FOREIGN CONCEPT AND A SOURCE OF DISCOMFORT FOR MANY.

• EMBODIED LEARNING IS EXAMINED THROUGH A VARIETY OF PRACTICE CONTEXTS, INCLUDING HIGHER EDUCATION, COMMUNITY EDUCATION, HEALTH CARE, AND THE WORKPLACE, AND THROUGH MULTIPLE METHODS, INCLUDING DANCE, THEATER, AND OUTDOOR EXPERIENTIAL EDUCATION.

• EMBODIED LEARNING HAS TAKEN A COMMON INTEREST IN ADULT AND CONTINUING EDUCATION FOR INSTRUCTORS IN COLLEGES AND UNIVERSITIES, EXTENSION PROGRAMS, BUSINESSES, LIBRARIES, AND MUSEUMS. EMBODIED LEARNING PROVIDES STUDENTS WITH MULTIPLE WAYS TO LEARN AS WELL AS OPPORTUNITIES TO REFLECT.

EMBODIED LEARNING APPLICATION FOR USE

• EMBODIED LEARNING AND PATIENT EDUCATION: FROM NURSES' SELF-AWARENESS TO PATIENT SELF-CARING. • EMBODIED LEARNING FROM A NEUROBIOLOGICAL PERSPECTIVE AS A NATURALLY OCCURRING PROCESS IN

PATIENT EDUCATION. IT DESCRIBES HOW NURSING STUDENTS LEARNED TO TRUST THEIR OWN BODIES, WHICH LED TO SELF-EMPOWERMENT AND EXTENDED TO PATIENT CARE.

• EMBODIED LEARNING AT WORK: MAKING THE MIND-SET SHIFT FROM WORKPLACE TO PLAY SPACE THROUGH CREATIVE PLAY AND IMPROVISATION. THIS CAN TRANSFORM ORGANIZATIONS INTO DYNAMIC SPACES FOR LEARNING, PROMOTING COLLABORATION, AND CREATING PROBLEM SOLVING.

• . EMBODYING WOMEN'S STORIES FOR COMMUNITY AWARENESS AND SOCIAL ACTION. USING A CASE STUDY INVOLVING COLLECTING STORIES OF PUERTO RICAN WOMEN AND EMBODYING THEM THROUGH COMMUNITY PERFORMANCE. IN PERFORMING THE STORIES, REPRESSED AND SUBJUGATED KNOWLEDGE WAS UNLEASHED.

• OUTDOOR EXPERIENTIAL EDUCATION: LEARNING THROUGH THE BODY. ONE EXPERIENCES A SERIES OF PHYSICAL CHALLENGES DESIGNED TO IMPROVE SELF-CONFIDENCE AND CREATE COHESIVE TEAMS. AS THINKING ONE'S WAY THROUGH THE OBSTACLES OFTEN PROMOTES ANXIETY, ONE LEARNS TO RELY ON ONE’S BODY.

ANDRAGOGY PRINCIPLES EMPLOYED IN EMBODIED LEARNING

• 1. “ADULTS NEED TO KNOW WHY THEY NEED TO LEARN SOMETHING BEFORE THEY LEARN IT.” CONNECTING THE BODY WITH THE MIND WILL GIVE THE LEARNER TO REFLECT AND PROCESS. ONCE THEY PROCESS THE INFORMATION, THEY WILL JOURNAL THEIR QUESTIONS OR CONCERNS.

• 2. ADULTS “NEED TO BE SEEN…AND TREATED BY OTHERS AS BEING CAPABLE OF SELF-DIRECTION.”• EMBODIED LEARNER ALLOWS THEMSELVES TO BE CONFIDENT IN THEMSELVES BY GETTING TO KNOW WHO THEY

ARE AS IT RELATE TO STRENGTHS AND WEAKNESSES. LEARNERS WILL CREATE SCHEDULE AND ORGANIZATIONAL CHART TO MANAGE TIME AND PROJECTS.

• 3. ADULTS BRING A GREAT DEAL OF EXPERIENCE TO THEIR LEARNING AND “THE RICHEST RESOURCES FOR LEARNING RESIDE IN THE ADULT LEARNERS THEMSELVES.” (KNOWLES ET AL., 2005, PP. 64-68)

• CONNECTING THE MIND AND BODY HELPS EMBODIED LEARNINGS CONNECT COGNITIVE LEARNING TO THEIR EXPERIENCES BECAUSE THEY ARE CONNECTED.

• 4. AS A PERSON MATURES HIS/HER SELF-CONCEPT MOVES FROM ONE OF BEING A DEPENDENT PERSONALITY TOWARD ONE OF BEING A SELF-DIRECTED HUMAN BEING.

• SINCE ANDRAGOGY LEARNING IS SELF-CONCEPT IT ALIGNS ITSELF WITH WHAT EMBODIED LEARNING REPRESENTS. BEING IN TUNE WITH ONE’S BODY AND UNDERSTANDING HOW LEARNING OCCURS HELPS THE LEARNER MAKE THE MIND AND BODY ONE UNIT.

MORE ON EMBODIED LEARNING

• SUPPORT SERVICES-LOCAL HOSPITAL THAT UTILIZES EMBODIED LEARNING, YMCA, THEATERS AND MUSEUMS AND MEDITATION SERVICES ARE AVAILABLE AS RESOURCES.

• USING CRITICAL THINKING THROUGH EMBODIED LEARNING• USING EMBODIED LEARNING TO THINK CRITICALLY OCCURS WHEN THE LEARNER

EVALUATES THEMSELVES. IN EMBODIED LEARNING, THE LEARNER REFLECT UPON PROBLEMS IN SOCIETY AND DISCUSS WAYS TO SOLVE THEM. FOR EXAMPLE, EMBODIED LEARNING WILL HELP A PERSON WITH ANGER ISSUES DEVELOP A PLAN TO DEAL WITH ANGER USING EMBODIED LEARNING, SUCH AS GO THROUGH A SERIES OF BREATHING EXERCISES. LEARNER WILL CREATE A SERIES OF STEPS TO GO FROM 100 TO 1 USING A FORM OF EMBODIED LEARNING.

3. TRADITIONAL INSTRUCTIONAL MODEL

• THE UNITED ASSOCIATION PLUMBERS AND PIPEFITTERS APPRENTICESHIP. THIS IS A 5 YEAR APPRENTICESHIP TO TRAIN APPRENTICES IN THE PIPING SYSTEMS INDUSTRY. IT IS A CLOSED UNION APPRENTICESHIP THAT INVOLVES APPRENTICES RECEIVING ON-THE-JOB HANDS ON TRAINING DURING A NORMAL WORKING DAY AT A MECHANICAL CONTRACTING JOBSITE AND RELATED COURSEWORK IN THE EVENING USUALLY THREE TIMES A WEEK.

APPLICATION FOR USAGE

• LEARNERS WILL APPLY LEARNED ACQUIRED SKILLS TO HELP ENSURE SUCCESSFUL COMPLETION OF PROJECTS IN THE CONSTRUCTION, SERVICE, MAINTENANCE, SYSTEM CONTROLS DIVISION OF THE MECHANICAL CONTRACTING INDUSTRY. APPRENTICES ASSIST JOURNEYMEN CRAFTSMEN AND COMPLETE LOWER SKILL LEVEL TASKS DESIGNATED AS IMPROVED BY SUPERVISION.

 ANDRAGOGICAL PRINCIPLES

• PROSPECTIVE APPLICANTS ARE SELF-DIRECTED TO APPLY FOR APPRENTICE TRAINING; ENTER A PROCESS OF ASSESSMENT FOR BASIC ACADEMIC ABILITY, MECHANICAL APTITUDE AND ABILITY, CHARACTER ASSESSMENT AND MILITARY HISTORY (GOVERNMENT INCENTIVE). PROSPECTS SCORING IN HIGHEST LEVEL OF SELECTION PROCESS ARE THEN SOLICITED FOR APPRENTICESHIP ENTRY. HIGH SCHOOL DIPLOMA OR GED IS REQUIRED AND LEVEL OF EXPERIENCE IS CONSIDERED. NEW APPRENTICES ENTER IN BETWEEN CONCRETE EXPERIENCE (CE) AND (AE) KOLBS’ ACCOMMODATION. TRAINING IS FACILITATED BY TRAINING DIRECTOR AND JOB FOREMAN OR GENERAL FOREMAN. SKILLS ARE HANDS-ON LEARNING.

SUPPORT SERVICES

• APPRENTICESHIP FUNDING PROVIDED BY NATIONAL AND LOCAL UNION; UNITED ASSOCIATION OF PLUMBERS AND PIPEFITTERS. SERVICES SPONSORED THROUGH JOINT APPRENTICESHIP BOARD NATIONALLY AND LOCALLY. APPRENTICES ARE PAID UNDER THE LOCAL AGREEMENT WITH CONTRIBUTIONS BY THE MECHANICAL CONTRACTORS ASSOCIATION. APPRENTICES ARE PAID IN INCREMENTS EVERY 6 MONTHS PROVIDING THAT THEY HAVE SUCCESSFULLY COMPLETED PREVIOUS SIX MONTH EVALUATION AND CRITERIA. ALL TEXTBOOKS ARE SUPPLIED THROUGH MCA AND MAY INSURE SPECIAL ALLOWANCES BY CONTRACTORS FOR APPRENTICES WORKING FOR THEM. APPRENTICES MAY ALSO SEEK OUT PEER TUTORSHIP BY HIGHER LEVEL APPRENTICES OR JOURNEYMEN. APPRENTICES WHO ARE VETERANS RECEIVED FUNDING CONTRIBUTIONS BY FEDERAL VETERAN AGENCY AND MONETARY GRANTS FOR PERSONAL USE WHILE IN THE FIRST YEAR OF APPRENTICES. ALSO RECEIVE MEDICAL SERVICES FROM FEDERAL AGENCY

REFLECTION

• MANY APPRENTICES ARE OFFSPRING OF SENIOR JOURNEYMEN OR RELATED TO JOURNEYMEN OF THE TRADE AND HAVE SOME KNOWLEDGE OF THE TRADE. ALSO SOME HAVE WORKED IN THE TRADE WITH RELATIVES ON PROJECTS AT HOME, NEIGHBORS, OR SMALL CONTRACTS OUTSIDE UNION JURISDICTION. SOME CONSIDERATION IS GIVEN FOR NEPOTISM. APPRENTICES REFLECT ON SUCH EXPERIENCE, ALSO SOME APPRENTICES HAVE HAD MILITARY EXPERIENCE IN RELATED FIELDS OR FOR CONTRACTING OUTSIDE OF UNION. YOUNGER JUST RECENTLY GRADUATING FROM HIGH SCHOOL MAY HAVE SHOP EXPERIENCE IN A VOCATIONAL SETTING.

4. TRADITIONAL INSTRUCTIONAL MODEL

• THE UNIVERSITY OF PHOENIX SERVES AS A TRADITIONAL INSTRUCTIONAL MODEL. STUDENTS ARE REQUIRED TO PERFORM WORK AT THEIR OWN PACE TO COMPLETE THEIR MASTERS DEGREE PROGRAMS. THE PROGRAM IS DESIGNED FOR A STUDENT TO WORK AND LIVE THEIR NORMAL LIFE, BUT REACH WITHIN THEMSELVES FOR WORKING TO OBTAIN A HIGHER DEGREE

UNIVERSITY OF PHOENIX CONTINUED

• APPLICATION FOR USE:• COVERS MANY DIFFERENT AGES AND PEOPLE FROM ALL WALKS OF LIFE. UNITES PEOPLE TOGETHER FOR A CAUSE OF

EDUCATING OTHER ADULTS • ANDRAGOGIAL PRINCIPLES

• STUDENTS ARE SELF MOTIVATED AND ENCOURAGED TO WORK AT THEIR OWN PACE AND CHALLENGE THEMSELVES. INTRINSIC MOTIVATION IS KEY IN A PHOENIX GRADUATE STUDENT.

• CHARACTERISTICS OF LEARNING• STUDENTS LEARN DIFFERENT THEORIES OF ADULT LEARNING AS WELL AS COMMUNICATION STYLES AND REACHING

TO ALL DIFFERENT STYLES OF LEARNERS• SUPPORT SERVICES

• CENTER FOR WRITING EXCELLENCE, CENTER FOR MATH EXCELLENCE, HOURS FOR AVAILABILITY FOR FACILITATORS, PHOENIX CONNECT AND ADMISSION/ACADEMIC COUNSELORS

REFLECTION OF PHOENIX LEARNING

• THE UNIVERSITY OF PHOENIX OFFERS MULTIPLE SERVICES TO ALL STUDENTS ENROLLED IN ITS CLASSES. IT ALSO SERVES DIFFERENT LEVELS OF LEARNERS BY INCLUDING READING SELECTIONS, VIDEOS, GROUP WORK, AND INDIVIDUAL WORK TO ACCOMMODATE ALL NEEDS OF LEARNERS. ITS INSTRUCTORS SERVE AS FACILITATORS ENCOURAGING CONVERSATION AMONGST T HE STUDENTS IN CLASS TO AID EACH OTHER IN THE LEARNING PROCCESS.

WORKS CITED

• ALCOHOLICS ANONYMOUS (THIRD EDITION). (1998). NEW YORK CITY, NY: ALCOHOLICS ANONYMOUS WORLD SERVICES, INC.

• MERRIAM, B. SHARON & BIEREMA, K. LAURA (2013) ADULT LEARNING: LINKING THEORY AND PRACTICE

• MERRIAM, S., & BIEREMA, L. (2014). ADULT LEARNING: LINKING THEORY AND PRACTICE. SAN FRANCISCO, CA: JOSSEY-BASS. CHAPTER 2.

• RILEY-JONES, G. (2012), ‘CRITICAL THINKING AS AN EMBODIED CRITICALITY: THE LIVED EXPERIENCES OF INTERNATIONAL ART STUDENTS’

• WHAT IS A.A.? (2016) RETRIEVED FROM HTTP://WWW.AA.ORG/PAGES/EN_US/WHAT-IS-AA