Adult Education and

Active Learning

Co-ResponsibilityMBA - ITB

January 2015

Outline of Plenary

1. MBA Learning Objective

2. Education Model

3. Adults Learning Theory

4. Adults Learning Principles

OPERATIONSOPERATIONSMANAGERMANAGER

MANAGERIALDECISIONS

MANAGERIALDECISIONS

TECHNICALDECISIONSTECHNICALDECISIONS

TECHNICALSUPPORTS

OPERATIONSOPERATIONSPROBLEMSPROBLEMS

OPERATIONSOPERATIONSPROBLEMSPROBLEMS

TECHNICALSKILLS

MANAGERIALDECISION-MAKING

SKILLS

TEACHER CENTERED

ACTIVE LEARNING

1.1.MBA LEARNING OBJECTIVEMBA LEARNING OBJECTIVE: : DEVELOPDEVELOP MANAGERIAL DECISION - MAKING MANAGERIAL DECISION - MAKING

SKILLSSKILLS

UNDERGRADEUNDERGRADEPROGRAMPROGRAM

MBA PROGRAM

2. EDUCATION MODELS2. EDUCATION MODELS

EDUCATIONMODELS

TEACHER-CENTERED(Traditional)

ADULT/ACTIVE-LEARNING1. Self-directed learning2. Student-centered3. Humanistic4. Progressive

I hear, and I forget;I see, and I remember;I do, and I understand.

Confucius

May 22-23, 2006

CHARACTERISTICS1. Teacher-centered

2. Teaching as telling = Transfer of information from expert to novice

3. Expert controls: syllabus, pace and sequencing, mode of preparation

4. Limited interchanges between expert and novice

5. No interaction among students

6. Students forget as much as 50% of course content within a few months

EDUCATION MODELS

Primary goals: Primary goals: INFORMATION TRANSFERINFORMATION TRANSFERTEACHER-CENTERED MODEL:TEACHER-CENTERED MODEL:

CHARACTERISTICSCHARACTERISTICS

Dewey: Lecturing can be compared to selling commodities. No one can sell unless someone buys

CHARACTERISTICSCHARACTERISTICS

Dewey: Lecturing can be compared to selling commodities. No one can sell unless someone buys

Primary goals: TEACHER & STUDENT LEARN AS PARTNER

ADULTS/ACTIVE LEARNING MODEL:

EDUCATION MODELS

Student Competencies: 1. the ability to use knowledge; 2. to think creatively; and 3. to continue learning on one’s own

Student Competencies: 1. the ability to use knowledge; 2. to think creatively; and 3. to continue learning on one’s own

HOW ADULT LEARN BEST (LIEB, 1991)

a.Problem-based and Collaboration rather than Didactic;

b.Emphasizes more Equality between the Teacher and Learner

3.3. ADULT LEARNING THEORYADULT LEARNING THEORY

4.4. ADULT LEARNING ADULT LEARNING PRINCIPLESPRINCIPLES

a. Adults are internally motivated and self directed (mature people);

b. Adults bring life experiences and knowledge to learning experiences;

c. Adults are goal oriented;

d. Adults are relevancy oriented;

e. Adults are practical;

f. Adults learner like to be respected.

Active Learning: Students Motivated to Learn

Dr. Theresa R. Moore

Outline of Plenary

1. What is Active Learning?

2. Examples of Active Learning

3. Why do Active Learning?

4. Learning Theorists & Learning Styles

1. What is active learning?

……… [it is] when students are engaged in more activities than just listening.

They are involved in dialog, debate, writing, and problem solving, as well as higher-order thinking.

(Bonwell, C., and Eison, J., 1991)

Active Learning Process

InstructorFacilitates & Receives Feedback

Subject

StudentParticipates & Evaluates

Proliteracy and The UPS Foundation Increasing Intensity of Instruction Project

Why Active Learning?

a) Strategies that increase student engagement with materials and are aligned with student learning outcomes

b) Theory that derives from two basic assumptions: (1) that learning is by nature an active endeavor and (2) that different people learn in different ways

(Meyers and Jones, 1993).

Traditional vs. Active Learning

Traditional Methodsa. Instructor-led

b. Instructor contains knowledge, student lacks knowledge

c. Develops memorization skills

d. Instructor controls the pace of learning

e. Student less likely to retain knowledge over a period of time

Active LearningActive Learninga.a.Student-centeredStudent-centered

b.b.Instructor utilizes Instructor utilizes student’s student’s experiences & experiences & current knowledge current knowledge

c.c. Develops higher Develops higher order thinking order thinking skillsskills

d.d.Student helps Student helps control the pace control the pace of learningof learning

e.e.Student more likely Student more likely to use and retain to use and retain knowledge over a knowledge over a period of timeperiod of time

Proliteracy and The UPS Foundation Increasing Intensity of Instruction Project

Traditional Methodsf. Instructor sets

learning goals

g. Instructor gives answers or solutions to student

h. Primarily uses auditory learning

i. Feedback typically provided via tests or assessments

Active LearningActive Learningf. Instructor and

students set learning goals

g.Instructor poses problems for student to solve, building on skills

h.Utilizes a variety of learning styles and senses

i. Instructor provides feedback throughout instruction

Proliteracy and The UPS Foundation Increasing Intensity of Instruction Project

Traditional vs. Active Learning

2. Examples of Active Learning

1. Small group work2. Presentations and debates3. Journaling4. Role playing5. Learning Games6. Field Experiences7. Problems solving or Case Studies8. Class Discussions 9. Collaborative learning groups 10. Student-led review sessions 11. Student-generated exam

questions12. Simulations….more!

(Mc Keachie, 1994 and Silberman, 1996)

CASEMETHOD

CASEAttendance

Class-Room

StudentPrepara-

tionInstructorPrepara-

tion

GroupDiscuss-

ion

Participa-tion

Consis-tency

ClassDiscuss-

ion

English

ReadingMaterials

CASE METHOD REQUIREMENTS

May 22-23, 2006

3. Why do active learning?

www.foundationcoalition.orgP

AS

IVE

AC

TIV

E

May 22-23, 2006www.acu.edu/cte/activelearning/whyuseal2.htm

3. Why do active learning?

May 22-23, 2006

1. Retention levels are enhanced when active learning methods are used (McKeachie, 1999; Silberman, 1996)

2. Active learning produces: higher achievement, more positive relationships

among students, healthier psychological

adjustment. (Johnson, D. W., R. T. Johnson, and K. Smith , 1991)

Retention Ratewww.foundationcoalition.org

Active Learning Grading System(Example)

GradingTwo Tests 40% Final Exam 40%Homework 15%Participation 5%

GradingFinal Exam 30% Midterm Exam

20%Group Work

10%Reading Quizzes 10%Participation

10%Homework

5%Reflections 5%Presentation

5%Learning Portfolio

5%

Old Active

May 22-23, 2006

4. Learning Theorists and Learning Styles

John Dewey (1916) - important for learning:

Individual experiences, and Collaboration with others

“School is primarily a social institution. Education is a social

process….therefore [it] is a process of living, not preparation for living”

May 22-23, 2006

Constructivist principles

a. Knowledge is constructed from experience;

b. Learning results from personal interpretation of knowledge;

c. Learning is an active process;

d. Learning is a collaborative process.

May 22-23, 2006

Benjamin Bloom

a. Viewed education as goal attainment, not competition;

b. Acknowledged individual differences and environment as crucial;

c. Studied high achieving adults - found they excelled because of MENTORSHIP.

Bloom’s Taxonomy of (Intellectual) Learning “Higher

Order Thinking Skills”

CREATION

EVALUATING

ANALYSIS

APPLICATION

Understanding

Remembering

BLOOM’S REVISED TAXONOMYCreating

Generating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.

 Evaluating

Justifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judging

  Analysing

Breaking information into parts to explore understandings and relationships

Comparing, organising, deconstructing, interrogating, finding 

ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing

 Understanding

Explaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explaining

 Remembering

Recalling informationRecognising, listing, describing, retrieving, naming, finding

BibliographyBloom, B.S. (Ed.) (1956). Taxonomy of educational objectives: The classification

of educational goals: Handbook I, cognitive domain. New York ; Toronto: Longmans, Green.

Bonwell, C. and Eison, J. (1991). “Active learning: Creating excitement in the classroom.”ASHE-ERIC Higher Education Report No. 1.

Bonwell C. and Sutherland, T. (eds.). (1996). Using Active Learning in College Classes: A Range of Options for Faculty. Jossey-Bass Publishers.

Dewey, J. (1938). Experience and Education. New York: Collier Books.

Felder, R.M., Felder, G.N., Dietz, E.J. (1998). “A Longitudinal Study of Engineering Student Performance and Retention V. Comparisons with Traditionally Taught Students.” Engineering Education, 98(4), 469-480.

Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. Jossey-Bass: San Francisco.

Huba, M. E. and Freed, J. E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Allyn and Bacon.

Johnson, D.W., Johnson, R.T., and Smith, K. (1991). Active learning: Cooperation in the college classroom, Edina, MN: Interaction Book Company.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.

BibliographyMc Keachie, W. J. (1994). Teaching Tips: Strategies, research, and

theory for College Teachers. 9th edition. Lexington, Maryland: D.C. Heath.

Meyers, C. and Jones, T.B. (1993). Promoting active learning: Strategies for the college classroom. San Francisco: Jossey-Bass, 1993.

Paiget, J. (1970). The Science of Education and the Psychology of the Child. NY: Grossman.

Silberman, M. (1996). Active learning: 101 Strategies to teach any subject. Allyn & Bacon.

Sousa, D. A. (2000). How the brain learns: A classroom teacher's guide. Thousand Oaks, CA: Corwin Press.

Stice, J. E. (1987). “Using Kolb’s Learning Cycle to Improve Student Learning.” Engineering Education, 77(5), 291-296.

Vygotsky, L.S. (1971). Mind in society: The development of higher psychological processes.. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. & Trans.). Cambridge: MA: Harvard University Press.