Learning Theories Concept Map

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Second MM Zuko

av Zuko Mbolekwa

Schools of Thought

av Julian Blandi

Changes to initial Map

av Junia Marin

Historia de la Psicología

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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.

Effective adult education practices incorporate diverse learning theories and instructional methods to enhance the educational experience. Key principles include fostering active engagement, setting high expectations, and respecting individual learning styles.