Adult Learning Theories & Approaches
Transformative Learning
Transformation can be Negative if the Experience is Uncontrolled
Ethical Concerns about Methods and Application
How "Permanent" is the Perspective Change?
Unclear What Actually "Transforms"
Learning Can be Powerful - Change in "How" the Learner Thinks Rather than Just "What" They Think
Activities are Engaging by their Nature
Usually Involves Active Participation
Dirkx, J. M. (1998). Transformative learning theory in the practice of adult education: An overview. PAACE journal of lifelong learning, 7, 1-14.
Mezirow J (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
Hamlin, M. (2015). Technology in transformative learning environments. In C. Halupa (Ed.), Transformative curriculum design in health sciences education (pp. 126-140). Hershey, PA: IGI Global.
Critical Reflection
Simulation/AR/VR
Fieldwork
Collaboration
Artistic Modes of Expression
Dialoge
Lenses for Understanding the Theory
Social Change
"Beyond Rational"
Cognitive - Rational
Edward Taylor
John Dirkx
Jack Mezirow
Psychocritical
Mezirows 10 Stage Process
10. Reintegration into One's Life on the Basis of Conditions Dicated by One's New Perspective
Building Competence and Self-Confidence in New Roles and Relationships
Provisional Trying of New Roles
Acquiring Knowledge and Skills for Implementing Plans
Planning a Course of Action
Exploration of Options for New Roles, Relationships and Actions
Recognition of One's Discontent & Sharing With Others
Critical Assessment of Assumptions
Self-Examination
A Disorienting Dilema
My Personal Philosophy for Adult Education
Learning is context specific - knowledge retention is enhanced when new learning is linked to immediate real-world applications
Adult learners are often capable of prioritizing their own learning needs, but a good instructor will provide objective feedback which can guide the learner's efforts
In general, learning activities should be active, engaging and occur in authentic learning environments
Any educational endevour should start with a needs assessment which will guide learning objectives and instructional design
Educational activities should be learner focused
Principles of Good Practice in Adult Education
Chickering AW, Gamson ZF. Seven principles for good practice in undergraduate education. Biochemical Education 1989;17(3):140-141.
Respects diverse talents and ways of learning
Communicates high expectations
Emphasizes time on task
Provides prompt feedback
Encourages active Learning
Develops reciprocity and cooperation between students
Encourages contact between students and faculty
Common Attributes of Adult Learners
Knowles Assumptions about adult learners
- Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass.
Adult self-concept moves towards self-direction
Adults use their experience as a resource for future learning
Readiness to learn is determined by social roles (need to know)
Adults are oriented towards immediate application leading to a problem-centered perspective
Adult learners are driven by Internal motivation
Adult learners need to know the relevance of subject material
Constructivism
Central Concepts
Zone of Proximal Development (ZPD)
Educational Scaffolding
Authentic Learning Environments
Self Reflection
Experiential Learning
Discovery Learning
Situated Cognition
Limitations
Can be Labor Intensive and Time-Consuming for Instructors
Many Consider Constructivism an Approach, not a Theory
Emphasis on Groupwork may Disadvantage Less Dominant Learners
Strengths
Learning is Linked to Authentic Activities
Learning Often Involves Social Interactions
Learning Activities Are Generally Active
Empahizes Learner-Instructor Relationship
Takes into Account Learner's Prior Knowledge
References
Griffin, M. (1995). You can’t get there from here: Situated learning, transfer, and map skills. Contemporary Educational Psychology, 20, 65-87.
McCurdy, N., Naismith, L., Lajoie, S. (2010). Using metacognitive tools to scaffold medical students developing clinical reasoning skills. Cognitive and Metacognitive Educational Systems: Papers from the AAAI Fall symposium. 52-56.
Moll, L.C. (2001). Through the mediation of others: Vygotskian research on teaching. In V. Richardson (Ed.) Handbook of research on teaching (4th ed., pp. 111-129). Washington, DC: American Educational Research Association.
Samat, C., Chaijaroen, S. (2012). Design and development of constructivist multimedia learning environments to enhance computer skills for computer education learners. Procedia – Social and Behavioral Sciences, 46, 3000-3005.
Clark, K. R. (2018). Learning Theories: Constructivism.
Applied Instructional Methods
Reflection Exercises
Apprenticeships
Research Projects
Group Case-Based Learning
Problem-Based Learning
Leading Authors
Bandura
John Dewey
Jean Piaget
Jerome Bruner
Liv Vygotsky
Social Cognitive Theory
Cognitivism
Humanism
Behaviorism
