Professional Documents
Culture Documents
ADULT LEARNING
Objectives:
•Reflect critically on your own practice and
facilitate critical reflections in the facilitation of
adult learning.
•Make appropriate decisions regarding the
facilitation of adult learning based on your
knowledge of issues related to distributed
learning.
•Identify factors that affect how
adults learn and the environments
that are conducive to learning.
•Explore ethical issues in adult
education and in facilitating adult
learning.
Adult Learners: How to facilitate learnings to
them?
Malcolm Knowles (1990) refers to the theory and
practice of adult education as ;
Children Adult
Expect what they are Expect what they are
learning to be useful in learning to be immediately
their long-term future useful
Children Adult
Principles of Learning
Occurs inside the learner and
activated by the learner
Principles of Learning
Evolutionary more
than revolutionary
Facilitating Conditions
Diversity is Okay to
valued make
mistakes
Ambiguity is
tolerated
Ideas canbe
challenged
8
Facilitating Conditions
Discovery of
personal
meaning of
ideas is
facilitated Uniquely
personal and
subjective
nature of
learning is
Evaluation emphasized
by self and
others is
facilitated
9
Facilitating Conditions
People feel
respected and
accepted
People are
engaged
People are
encouraged to
trust self and
other resources
10
Holistic
Experiential
Reflective
12
Active Reflective
Experimentation Observation
(Reflecting)
(Action Planning)
Abstract
Conceptualization
(Theorizing)
15
Experiential Learning
Key Elements
Involves an experience that is meaningful to the
learner, one that can potentially facilitate change in
knowledge , attitude or skill
CLASSROOM EXPERIENTIAL
Learning Expert: Teachers Learners, Resource
Resource Books Persons, Facilitators
Focus of Acquiring Solving problems,
Learning knowledge acquiring efficacy
18
CLASSROOM EXPERIENTIAL
Teacher-Student
Facilitator-Learner
Relationship Superior-Subordinate
Learner-Resource
Expert-Novice
19
CLASSROOM EXPERIENTIAL
1. Teacher/ Expert
TELLS or 1.Facilitator creates
lectures learning situation
Process where learner ACTS
2. Teacher DRILLS or goes through
or practices, concrete experience
elaborates
20
CLASSROOM EXPERIENTIAL
CLASSROOM EXPERIENTIAL
4. Learner makes
4. Teacher CONCLUSIONS and
Process
EVALUATES decides on appropriate
application back home
22
4 A’s ACTIVITY
APPLICATION ANALYSIS
ABSTRACTION
25
Activity Analysis
Abstraction Application
26
• A reflective feedback
Analysis
• A process of inquiry into
the Activity
• The “why” phase
• To look more closely at
what happened
• Systematic examination
• Experience sharing
• Learning from others
28
Application
• A practical synthesis
• The “now what” phase
• Apply generalizations to
work
• Transfer insights to real-life
concerns
KNOWLEDGE is l i k e • Evaluate the effectiveness
paint…it does no g o o d of the session
unti l it is APPLIED
30
The biggest
challenge is
to be
learner-
focused
People learn best not by
being told, but by
experiencing the
consequences of their own
thoughts and actions.
-‐Training House, New Jersey
33