Welcome to Theory and Practice of Adult Learning

Dr. Terry Carter, tjcarter@vcu.edu

ADLT 671 – Summer 2015

Agenda for Class 1

Introductions

Sign up for Rampages account (afterwards, accept invitation to join site)

Small group discussions of The Inquiring Mind

Large group discussion: What is learning?

Course Expectations

25% - Reaction paper after reading The Inquiring Mind (Houle) and Commentary (Candy)

25% - Comments to a weekly blog forum on your readings (respond to questions)

30% - Self-directed learning project

25% - Final paper

The Self-directed Learning Project

Theoretical Orientations to Learning

As described in the work of Merriam and Bierema, 2014, Adult Learning: Linking Theory to Practice

Contemporary Views of Learning Theory

Behaviorism

Behavioral Learning Theory

Three basic assumptions:

Learning results in a change in behavior

Environment shapes behavior

Principles of contiguity and reinforcement

Behaviorists

John B. Watson, early 20th century Edward Thorndike (1920s)

Stimulus Response

Law of Effect

Law of Exercise

Law of Readiness

B. F. Skinner (1950s - 1970s) Operant conditioning

Behavioral Theory Today

Measurable goals and objectives

Competency based instruction

Outcomes focused

Computer assisted instruction

Instructor accountability

Human performance technology (HPT)

Cognitivism

Cognitive Learning Theory

Defined learning as reorganization of experience to make sense of stimuli from the environment Focuses on mental processes

Accounts for insight

Locus of control for learning is not in the environment, but internal to the learner

Bloom’s Taxonomy

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Bruner’s (1967) Concept Attainment Strategy

Learners should: Compare and contrast

exemplars and non-exemplars

Inductively discover concepts

Generate their own examples

Discuss hypotheses and attributes

"Learners are encouraged to discover facts and

relationships for themselves."

Evidences of Cognitive Learning Theory in Use Today

Research on cognitive development in adulthood

Learning how to learn research (metacognition)

Study of learning processes as a function of age

Humanism

Humanist Learning Theory

Humans are in control of their own destinies with unlimited potential for growth

Motivation to learn is intrinsic

Goal of learning is self-actualization

Influences of Humanistic Thought in Learning Theory

Andragogy (Knowles, Houle, Tough)

Personal growth movement

Self-directed learning

Teacher as “facilitator”

Developer of talent in organizations through coaching, mentoring

Who was Abraham Maslow?

Famous for concept of a hierarchy of human needs

Who was Carl Rogers?

Known for “client-centered” or non- directive therapy. Education adopted his views in “learner-centered” teaching

Social Cognitivism

Social Cognitism Learning Theory

Draws from both behaviorist and cognitivist perspectives

Belief that behavior is a function of the person and the environment

Learning through observation and imitation of others

Occurs in social context

Evidences of Social Cognitivism in Use Today

Increasing awareness of importance of context to learning

Vicarious learning through role modeling

Mentoring

Self-efficacy research

Situated Learning and Social Construction of Learning Theory Participation in communities of

practice

Novice to expert continuum

Cognitive apprenticeships

Tool-dependent

Learning “in situ”

Constructivism

Constructivist Learning Theory

Learning as meaning-making

Meaning actively constructed through knowledge “structures”

Internal cognitive activity

Central role of experience

Developmental throughout the lifespan

Evidences of Constructivism in Use Today

Experiential learning

Self-directed learning / learner autonomy

Reflective practice

Perspective transformation and transformative learning

Critical Theory

Goals of learning is to free individuals from oppression

Social reform perspective

Challenges unexamined assumptions about oppressive nature of social structures

Evidences of Critical Theory in Use Today

Heightened sensitivity to diversity issues in organizations: race, gender, etc.

Awareness of praxis (the power of action) to increase opportunities for the disadvantaged to have a place in society

Encourages “voice”

Critical Theory: Postmodern Perspectives

Examines exploitative nature of social structures from power perspective as well as race, gender, sexual orientation, etc.

Poststructurist feminist literature

Gender as socially constructed

With which of these

learning theories do YOU most closely identify?

This is the key to your personal philosophy of practice as an educator.