...explains how adults learn. The adult learning process is complex, context bound, and highly personal. As a result, there is no single theory of learning that can be applied to all adults. Instead, the literature of the past century has yielded a variety of models, sets of assumptions and principles, theories, and explanations that make up the adult learning knowledge base. The more adult educators are familiar with this knowledge base, the more effective their practice can be, and the more responsive it can be to the needs of adult learners. This fact sheet reviews three major theories and discusses their implications for practice. What is Andragogy? In attempting to document differences between the ways adults and children learn, Malcolm Knowles (1980) popularized the concept of andragogy (“the art and science of helping adults learn”), contrasting it with pedagogy (“the art and science of teaching children”). He posited a set of assumptions about adult learners, namely, that the adult learner • Moves from dependency to increasing self-directedness as he/she matures and can direct his/her own learning; • Draws on his/her accumulated reservoir of life experiences to aid learning; • Is ready to learn when he/she assumes new social or life roles; • Is problem-centered and wants to apply new learning immediately; and • Is motivated to learn from internal, rather than external, factors. Inherent in these assumptions are implications for practice. Knowles (1984) suggests that adult educators...
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...Technology and Facilitation Frank Mooe October 14, 2011 Instructor John Peterson Technology and Facilitation When discussing about facilitation in this digital-age there is much advancement inside and outside the classroom. The changes that have occurred over the years come in creativity and innovation, communication, and collaboration research and information critical thinking and problem- solving (Murray). Each of these factors has something in which each student can master. The standards in which teachers use for students in which teachers use for of K-12 are transferable because the same measures can be used for adult learners, mostly because adult learners are returning to school and are easily adapted to new learning styles. The teachers then seek to inspire students to learn they show support promote and use the knowledge of technologies using one- on- one and face to face abilities. Teachers then should design, and develop a digital-age assessment, this will allow the teacher to gain a full understanding of the content in which he or she can use. This can be done by taking learning experiences and combining them with different types or learning tools also using personal learning activities to address different learning styles. Communication promotes collaborations among students using current technologies and digital-age media to share and gain knowledge. Teachers can do this by using his or her own skills and work process which can be used in the classroom...
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...environmental factors that impact on adult learning INDIVIDUAL ENVIRONEMENTAL POSITIVE Diversity: Adults have experiences that influence their learning, and sharing their life story with other learners makes a training session more interesting by engaging into conversation. Creating a positive learning environment: Make sure that the room temperature is adequate, enough chairs for everyone to sit comfortable and making all the learners feeling relaxed during the entire session. NEGATIVE Language: Having a session with multicultural adults can cause confusion and misunderstanding with some learners. It is important to ask questions if they understood everything and also speak slow and clear. Location of venue: As all learners come from different parts of the country it is important to familiarize them with the location and how to get there. It needs to be close to public transport and have a nearby car park. Also the surrounding should be peaceful as noise from traffic or other factors can impact negatively on the session. Principles of adult learning Principle How the planned activity reflects 1. Adults are internally motivated and self-directed. As all the learners choose the CIPD course it makes them highly motivated and self-directed. 2. Adults bring life experiences and knowledge to learning experiences. Formative assessments throughout the session by questioning learners about their experiences and opinions. 3. Adults are goal oriented. Setting up aims...
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...Name: Talicia WoodardCourse: 21st Century Skills: Communication and Information LiteracyDate: 12/12/14Instructor: Nicole Rhoades | GCU Fleming Library Scavenger Hunt and Gathering Resources Worksheet Overview: The GCU Fleming Library will be a vital resource for you during your academic career. The Library contains a wealth of resources that will help you find, research, and broaden your understanding on any given topic. Learning to correctly use resources to support your writing is an essential component of your academic success. Directions: Each step of this assignment will ask you to navigate and explore different components of the GCU Fleming Library. There are seven steps, each containing a question. Record your answers to the questions in the appropriate sections. Before starting this Scavenger Hunt, review the short walk-through tutorial on the GCU Fleming Library. This tutorial consists of five short segments: http://tutorials.gcumedia.com/libraryWalkThrough/vp02.swf If you have time, you can also attend the GCU Library Introduction Webinar. Sign up on this page: http://www.gcu.edu/Student-Life/Library/Webinar-Sign-Up.php Step 1: How to Access the Library There are a number of ways to access the library’s website. Use one of these to reach the Library Research & Resources page: 1. Go directly to the GCU Library Research & Resources page by typing http://www.gcu.edu/Student-Life/Library.php into your Internet browser and clicking “Enter”. ...
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...principles of adult learning through andragogy. Ultimately, when the theory of adult learning is used, it reduces costs and ensures that the organization remains focused on its mission, vision, and goals. Moreover, the ensuing paper will address the history, philosophy, and trends in adult learning. In this paper I would identify the strategies used to meet the needs of adult learners, how adult education theory can be integrated into practice, ending with applying the adult learning theories to enhance organizational efficiency. History of Adult Learning Changing demographics, globalization, technology,...
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...Problem Learning Information The Testing Problem Adult learning theories aid in understanding and analyzing how adults learn, the problems they face, and how to make the process more effective. This issue holds great value for the academic audience because when understood properly, it can help teachers be more efficient in their teaching process and be further receptive and approachable to the requirements of the learners. One of the most widespread ways to assess learning is through testing, however, many theorists question the effectiveness of judging learning by testing because all the learners do is memorize the information and write it down. According to Mezirow, learning isn’t simply a memorization process but is a channel through which students can reflect on various worldly notions and experience some form of enlightenment in their sphere of comprehension (Mezirow, 3-24). Memorization significantly hinders learning as it is only the retention of information for a short period of time and not the actual understanding of it. Freire believes learning should be engaging and should compel you to reflect upon the forces that bind hence ultimately emancipating you from problems (Loyd, 3-20). According to Freire, the more students partake in memorization and tests, the more they will stop to think for themselves and gain that critical awareness. In such a situation, both the learner and the instructor would be at a loss (Loyd, 3-20). Freire and Mezirow talk about about...
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...The Impact of Games, Simulations, and Puzzles in Adult Learning Lance Reed Southern Illinois University WED 486 Abstract Adult education in the United States is on the rise. The advancement of technology has made it easier for the adult learner to enroll in school and maintain their current lifestyle. Many Adult learners are now able to acquire a degree on line through virtual class rooms. More and more, video game-related courses are being offered in colleges around the country in response to the digital media industry’s appetite for skilled workers. (http://www.usatoday.com/tech/products/games/2005-09-25-video-games-colleges_x.htm) In addition to on-line courses, games, simulations, and puzzles are being implemented into course curriculum. This implementation isn’t or hasn’t been easy because of barriers that may impede progression. We will identify in this study the effect of games, simulations and puzzles in adult learning. The Impact of Games, Simulations, and Puzzle in Adult Learning Throughout history teachers have been able to use games as an effective learning tool. The impact of games in today’s world has given rise to a new way of educating the adult learner. Even (Miller 2008) if only it has become a hot topic games have always been part of teachers array of teaching. Education is often the first benchmark for exploring the potential of new technologies. Games have always been viewed as entertainment or play however; according to (Miller 2008) Play...
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...schooling and online classes. The changes in the education system have led to the development of many teaching methods. Two major and common methods of teaching are andragogy and pedagogy. The purpose of this paper is to compare and contrast andragogy and pedagogy. “Andragogy is the process of engaging adult learners in the structure of the learning experience” (Conlan, Grabowski, & Smith. 2013). In simple words, it is the art and science of helping adults learn. This learning experience consists of different methods and strategies to assist adult humans in obtaining their education. Pedagogy is the connection of the teaching by the teacher, to the learning of a child student (Gehring, 2010). Thus, pedagogy literally means the art and science of teaching children. This is the most dominant form of teaching and referred to as the traditional, teacher-directed approach. “Andragogy is a newer word that was coined in the 1800s by Alexander Knapp, a German educator, and popularized in the 1960s by Malcolm Knowles, an American educator whose focus was on adult education” (Findsen, 2010). It fell into disuse and didn’t reappear until 1921when Rosenstock argued that adult education required special teachers, methods and philosophy (Smith, 2010). Andragogy was first introduced to the United States in 1927 by Martha Anderson and Eduard Lindeman, but they did not attempt to develop the concept (Smith, 2010). In 1959, Malcolm Knowles expanded on the work of Eduard C. Lindeman...
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...Active Learning in Higher Education http://alh.sagepub.com/ Improving student engagement: Ten proposals for action Nick Zepke and Linda Leach Active Learning in Higher Education 2010 11: 167 DOI: 10.1177/1469787410379680 The online version of this article can be found at: http://alh.sagepub.com/content/11/3/167 Published by: http://www.sagepublications.com Additional services and information for Active Learning in Higher Education can be found at: Email Alerts: http://alh.sagepub.com/cgi/alerts Subscriptions: http://alh.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.com/journalsPermissions.nav Citations: http://alh.sagepub.com/content/11/3/167.refs.html >> Version of Record - Oct 26, 2010 What is This? Downloaded from alh.sagepub.com by guest on December 16, 2012 Article Improving student engagement: Ten proposals for action Nick Zepke and Linda Leach Abstract Active Learning in Higher Education 11(3) 167–177 © The Author(s) 2010 Reprints and permission: sagepub. co.uk/journalsPermissions.nav DOI: 10.1177/1469787410379680 alh.sagepub.com School of Educational Studies, Massey University, New Zealand Since the 1980s an extensive research literature has investigated how to improve student success in higher education focusing on student outcomes such as retention, completion and employability. A parallel research programme has focused on how students engage with their studies and what...
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...behaviors. Negative reinforcement means removing an unpleasant outcome to promote desirable behaviors. Extinction involves withdrawing positive or negative reinforcers to eliminate a behavior. Punishment involves decreasing a behavior by presenting an unpleasant outcome after the behavior. Workplace learning implications: The trainer must have a general understanding of which outcomes a learner finds positive or negative and strategically connect those outcomes to the course content, as appropriate. Social Learning Theory Social Learning Theory suggests that people learn by observing other people and attempting to copy their behaviors. Social learning is influenced by self-efficacy, which is an individual’s belief that he/she can successfully learn knowledge and skills. This means that the learner may not be able to adopt the behaviors they see if she doesn’t accept that she will get the same result someone else did. Workplace learning implications: Formal and informal mentoring and coaching programs help employees build competencies by watching others. Keep in mind that learners are more likely to adopt the modeled behavior if it results in positive outcomes. Goal Setting Theory Goal Setting Theory suggests...
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...-goj-ee] Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term ‘andragogy’ has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of ‘andragogy’ as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, ‘andragogy’ in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from ‘adult education practice’ or ‘desirable values’ or ‘specific teaching methods,’ to ‘reflections’ or ‘academic discipline’ and/or ‘opposite to childish pedagogy’, claiming to be ‘something better’ than just ‘Adult Education’. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educatorMalcolm Knowles. Knowles...
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...learning outcomes to this unit. The learner will be able to: 1. Understand the different responsibilities relating to health and safety in social care settings. 2. Understand the use of risk assessments in relation to health and safety. 3. Understand procedures for responding to accidents and sudden illness. 4. Know how to reduce the spread of infection. 5. Know how to move and handle equipment and other objects safely. 6. Understand the principles of assisting and moving an individual. 7. Know how to handle hazardous substances. 8. Know environmental safety procedures in the social care setting. 9. Know how to manage stress. 10. Understand procedures regarding handling medication. 11. Understand how to handle and store food safely. Guided learning hours It is recommended that 41 guided learning hours are allocated to this unit, although patterns in delivery are likely to vary. Details of the relationship between the unit and relevant national standards This unit is linked to HSC 22, 221 and 223 Endorsement of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development Assessment This unit will be assessed by: • This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Unit 208 Understand health and safety in social care setting Learning out comes and assessment criteria Level 2 and 3 Certificate in Preparing to Work in Adult Social Care (4229-02/03) 33...
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...Impact of the lesson The key elements that will impact the implementation of the lesson are the following are who, what, where, and why. Who? The lesson will cater to the instructors at FSS and the needs that were assessed and evaluated by the Director. What? The lesson is composed of different segments that the instructors will become familiar with and in due course become subject matter experts. The lesson will cover 1. Creating pre and post assessments utilizing Survey Monkey 2. Analyzing and tracking assessment results using an excel spreadsheet 3. Skills on how to manage a classroom Where? The lesson will be held in the classrooms at FSS. All courses will take a two week break to ensure that all instructors are available to attend the training. Why? The director of FSS determined that there was a need for training through various assessments and evaluations of the instructors when they are teaching. These elements are imperative to the context of which learning will take place. It is important to be able to assess the needs of the audience before delivering the training to the intended audience. The purpose of the training is to ensure that the instructors understand and are able to proper perform their job functions. The potential impact that this lesson will have on the instructors at FSS is they will be charged with becoming more self-sufficient at the tasks and with the second training they will be able to attend the training with more experience...
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...accommodate all learners. It also brings up the question as to whether there are actual differences in learning between the different generations. In this paper theoretical and research evidence in regards to intergenerational learning is noted. The importance for instructors to be aware of whether there are actual generational differences among...
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...broadcast with "iPod" being the name given to a family of portable MP3 players from Apple Inc. "MP3" is a frequent file format for electronic audio files. From an educational perspective the use of podcasts are limitless. Since creating podcasts is fairly easy and inexpensive, instructors can easily use them for delivery of supplemental information or review of previously covered material. Podcasts can also be used for acquiring new and supplemental knowledge from expert sources on the web. Listening to podcasts provides learners with different learning activities in addition to readings and lectures thus reaching a wider audience and supporting a broader range of learning styles. This paper will focus on the questions of what podcasts are, why they are useful in higher education, and, most importantly, how faculty and students can use podcasts to enhance learning experiences. Advocates of podcasting believe that it can offer unique educational benefits to learners. One of the earliest reports describing the potential of podcasting in education was by Clark and Walsh (2004). They highlighted that "listening is instinctual, [but] reading and writing are not" (p. 5) - that linguistic psychologists have found that unlike reading and writing, children do not learn how to understand the spoken word, but are hard- wired with the skill (Chan and Lee 2005). Similarly, Durbridge (1984) stressed the advantages of audio for learning. In his opinion, the spoken word can influence a learner's...
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