facilitating the adult learner
TRANSCRIPT
@MHWILLEKE | FACILITATING THE ADULT LEARNER
Facilitating the Adult Learner
MARIAN WILLEKE, PHD
MHWILLEKE.COM /IN/MARIANWILLEKE @MHWILLEKE
Trevecca Nazarene University • Faculty Workshop
@MHWILLEKE | FACILITATING THE ADULT LEARNER
Evette.
This photo represents the persona of the individual rather than the actual person in order to respect privacy.
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Gary.
This photo represents the persona of the individual rather than the actual person in order to respect privacy.
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Shalonda.
This photo represents the persona of the individual rather than the actual person in order to respect privacy.
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Fred.
This photo represents the persona of the individual rather than the actual person in order to respect privacy.
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The Stress Levels
The Adult Learner’s Stress Reality
Career (income) Education (more income) Family (dependents)
The Traditional Learner’s Stress Reality
Social Matters
Adult learners do not indicate significantly more stress than the traditional 18-22 year old.
Forbus, Newbold & Mehta, 2011
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Mindset: Understanding Our Consumers
Wanting career advancement or needs a job
High cognitive overload with few filters
Out of school for years
Afraid
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Increasing Demand from Employers
Higher communication skills
Better decision making skills
Effective critical thinking and problem solving skills
Armstrong & Fukami, 2010; Hoover, Giambatista, Sorenson, & Bommer, 2010; Kraiger, Ford, & Salas, 1993
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Movement from
dependency to self-
directed
Applies experience to learning
Learning readiness
connects to social roles
Problem centered (vs
subject centered)
Internal motivations
are more effective
Knowing the “why” is essential
Andragogical FrameworkKnowles, 1980
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What Do Our Consumers Expect?SPEED
COMPETENCY
AUTHENTIC ASSESSMENT
DIVERSE MEDIA
PERSONALISATION
Movement from
dependency to self-
directed
Applies experience to learning
Learning readiness
connects to social roles
Problem centered (vs
subject centered)
Internal motivations
are more effective
Knowing the “why” is essential
@MHWILLEKE | FACILITATING THE ADULT LEARNER
Mixture of collaboration, introspection, and research (authentic assessment)
PBL and SBL capstone approach (competency)
Embedded reading and watching relevant to that assignment (personalization)
Clear connection between objective and assessment (speed)
Supporting sources and tools (diverse media)
Adult Focused Curriculum Approaches
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Your Action….Pick one approach.
Do it.
Incorporate it in your class.
Reflect on the experience afterwards.
Decide what should be adjusted for improvement.
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Illeris, 2002
ENVIRONMENT
COGN
ITION EMOTION
SOCIETY
FUNCTIONALITY SENSIBILITY
SOCIALITY
Meaning ability Mental balance
Integration
Acquisition
Inte
ract
ionLearning Process
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Employing Illeris’ Model
What focused skill do you want them to investigate?
How are you wanting them to relate to it?
What environment are you going to set up for them to share and learn?
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Mezirow, 2001
DESCRIPTIONWhat happened? Context Roles played by you and others
FEELINGSWhat were you thinking and feeling at the time? How have those feelings changed?
EVALUATIONWhat was good and bad about the experience? Make a judgement.
ANALYSISWhat sense can you make of the situation? Explore details & the ‘why’ of your
judgements. What challenged you?
TEXTHow do class readings and lectures relate to your understanding of the incident?
CONCLUSIONWhat did you learn? What else could you have done? Asses the impact on you and on your future actions.
REFLECTIVECYCLE
Transformative Learning
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ACT
Concrete Experience
Facts (What Happened?)
Theory of Action
CONCEPTUALIZEAbstract Conceptualization
Findings (Why Did This Happen?)
Revise Theory
REFLECT
Reflective Observation
Feelings (What Did I Experience?)
Asses Behavior & Consequences
APPLY
Active Experimentation
Futures (What Will I Do?)
Implement Revised Theory
DAVID KOLB ROGER GREENAWAY CHRIS ARGYRIS & DONALD SCHÖN
COMPILED BY ANDREA CORNEYwww.edbatista.com/2007/10/experiential.html
Learning Cycles
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Your Action….Pick a framework.
Incorporate it in your class.
Reflect on the experience afterwards.
Decide what should be adjusted for improvement.
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Affective Learning
PERSONAL AWARENESS
CONNECTION TO PERSONAL VALUE SYSTEM
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Catalyst: Whole Person Learning
Cognitive Learning Domain Bloom, 1956
Affective Learning Domain Krathwohl, Bloom, & Masia, 1973
Affective learning has been found as a predictor to attitude and motivation.
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Cognitive Learning Domain
Simple recall
Explain in own words
Perform task
Deconstruct elements of system
Critique based on experience and
theory
Add to existing
knowledge
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Simple recall
Present and Listening
Actively Participates
Believes Strongly
Organise Values into Personal Value System
Value System Influences
Others
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Individuation Metaphors and stories vs literal analysis
provides emotional connection. The emotional connection creates paths for
resolution of issues. Free writing, journaling, and symbol images
helps pattern discovery individually and as groups.
A Path to Transformation
Through Understanding
One’s Self
Jung, 1969
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Felt Encounter Framework Approach a learning encounter as a verb instead of a
noun. Facilitate with the understanding that individuals will
have a unique way of knowing something that is equally valid to a different way.
Distinguish between emotion and feeling in the learning.
Feeling: detecting what you feel through inputs Emotion: determining what the feelings mean
Designing Learning
Experiences to Include Affect
Heron, 1992
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Authenticity Model Maintain strong personal self-awareness. Be aware of the differences and preferences
of the individuals in your audience. Develop unique relationship between each
individual and yourself. Be aware of constraints. Engage in reflection.
Fostering Authentic
Relationships
Cranton, 2006
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Your Action….Pick one model.
Incorporate it in your class.
Reflect on the experience afterwards.
Decide what should be adjusted for improvement.
@MHWILLEKE | FACILITATING THE ADULT LEARNER
Armstrong, S. J., & Fukami, C. V. (2010). Self-assessment of knowledge: A cognitive learning or affective measure? Perspectives from the management learning and education community. Academy of Management Learning & Education, 9(2), 335-341. doi:10.5465/AMLE.2010.51428556
Bloom, B. S. (1956). Taxonomy of educational objectives, handbook I: The cognitive domain. New York, NY: McKay Co Inc.
Cranton, P. (2006, Spring). Fostering authentic relationships in the transformative classroom. New Directions for Adult and Continuing Education, 109, 5-13. doi: 10.1002/ace.203.
Forbus, P., Newbold, J., Mehta, S. (2011). A study of non-traditional and traditional students in terms of their time management behaviors, stress factors, and coping strategies. Academy of Educational Leadership Journal, 15, 109-125. Retrieved from http://alliedacademies.org/public/Journals/JournalDetails.aspx?jid=5
Heron, J. (1992). Feeling and personhood: Psychology in another key. Newbury Park, CA: Sage Publications.
Hoover, J., Giambatista, R., Sorenson, R., & Bommer, W. (2010). Assessing the effectiveness of whole-person learning pedagogy in skill acquisition. Academy of Management Learning & Education, 9(2), 192-203. Retrieved from http://aom.org/amle/
Illeris, K. (2002). Three dimensions of learning. Roskilde, Denmark: Roskilde University Press/Leicester, UK: NIACE.
Jung, C. G. (1969). The archetypes and the collective unconscious. Princeton, NJ: Princeton University Press.
Knowles, M. (1980). The modern practice of adult education: From pedagogy to andragogy. Englewood Cliffs, NJ: Prentice Hall.
Kraiger, J., Ford, J. K., & Salas, E. (1993). Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation. Journal of Applied Psychology, 78(2), 311-328. Retrieved from http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&uid=1993-31480-001
Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of educational objectives, handbook I: Affective domain. New York, NY: McKay Co Inc.
Mezirow, J. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning . San Francisco, CA: Jossey-Bass.