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Adult Learning Principles: From Theory to Practice
| Date post: | 16-Jan-2015 |
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Education |
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Adult Learning Principles:From Theory to Practice
Adult Learning Principles:From Theory to Practice
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Adult Learning Principles:MADLIBS
Adult Learning Principles:MADLIBS
• Name 3 places you would love to be
• Name 3 places you have been in the past 24 hours
Theory is to practice like: is to
• Name 3 places you would love to be
• Name 3 places you have been in the past 24 hours
Theory is to practice like: is to
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Purpose of the CME ProfessionalPurpose of the CME Professional
• To induce positive changes in:– Knowledge– Attitude– Skills– Behavior– Outcomes
• Clinician’s learning should allow them to think differently and to act differently
• To induce positive changes in:– Knowledge– Attitude– Skills– Behavior– Outcomes
• Clinician’s learning should allow them to think differently and to act differently
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Adult Learning Principles:Theory Suggests That Education Should
Adult Learning Principles:Theory Suggests That Education Should
1. Allow learners to identify their own learning goals and direct their education
2. Relate to learners' current experiences
3. Enable learners to be active contributors to their learning
4. Provide support to engaged learners
5. Allow learners to observe the faculty role-model behaviors
6. Allow learners to practice what they learn
7. Allow learners to receive feedback from teachers and/or peers
8. Allow learners to reflect on their learning
1. Allow learners to identify their own learning goals and direct their education
2. Relate to learners' current experiences
3. Enable learners to be active contributors to their learning
4. Provide support to engaged learners
5. Allow learners to observe the faculty role-model behaviors
6. Allow learners to practice what they learn
7. Allow learners to receive feedback from teachers and/or peers
8. Allow learners to reflect on their learning
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Adult Learning Principles:Theory Suggests That Education Should
Adult Learning Principles:Theory Suggests That Education Should
1. Allow learners to identify their own learning goals and direct their education
2. Relate to learners' current experiences
3. Enable learners to be active contributors to their learning
4. Provide support to engaged learners
5. Allow learners to observe the faculty role-model behaviors
6. Allow learners to practice what they learn
7. Allow learners to receive feedback from teachers and/or peers
8. Allow learners to reflect on their learning
1. Allow learners to identify their own learning goals and direct their education
2. Relate to learners' current experiences
3. Enable learners to be active contributors to their learning
4. Provide support to engaged learners
5. Allow learners to observe the faculty role-model behaviors
6. Allow learners to practice what they learn
7. Allow learners to receive feedback from teachers and/or peers
8. Allow learners to reflect on their learning
Self DirectionSelf Direction
ActiveActive
ModelingModeling
FeedbackFeedbackPracticePractice
ReflectionReflection
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Adult Learning Principles:Theory Suggests That Education Should
Adult Learning Principles:Theory Suggests That Education Should
1. Allow learners to identify their own learning goals and direct their education
2. Relate to learners' current experiences
3. Enable learners to be active contributors to their learning
4. Provide support to engaged learners
5. Allow learners to observe the faculty role-model behaviors
6. Allow learners to practice what they learn
7. Allow learners to receive feedback from teachers and/or peers
8. Allow learners to reflect on their learning
1. Allow learners to identify their own learning goals and direct their education
2. Relate to learners' current experiences
3. Enable learners to be active contributors to their learning
4. Provide support to engaged learners
5. Allow learners to observe the faculty role-model behaviors
6. Allow learners to practice what they learn
7. Allow learners to receive feedback from teachers and/or peers
8. Allow learners to reflect on their learning
Self DirectionSelf Direction
ActiveActive
ModelingModeling
FeedbackFeedbackPracticePractice
ReflectionReflection
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5544
66
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Adult Learning Principles:Theory in Practice
Adult Learning Principles:Theory in Practice
1. Self Direction
2. Active
3. Modeling
4. Practice
5. Feedback
6. Reflection
1. Self Direction
2. Active
3. Modeling
4. Practice
5. Feedback
6. Reflection
Predispose
Enable
Endure
Predispose
Enable
Endure
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ALPs in Practice: Self DirectionALPs in Practice: Self Direction
Motivation:
• Social relationships: to make new friends, to meet a need for associations and friendships.
• External expectations: to fulfill the expectations or recommendations of someone with formal authority.
• Social welfare: to improve ability to serve mankind, prepare for service to the community, and improve ability to participate in community work.
• Personal advancement: to achieve higher status in a job, secure professional advancement, and stay abreast of competitors.
• Escape/Stimulation: to relieve boredom, provide a break in the routine of home or work, and provide a contrast to other exacting details of life.
• Cognitive interest: to learn for the sake of learning, seek knowledge for its own sake, and to satisfy an inquiring mind.
Motivation:
• Social relationships: to make new friends, to meet a need for associations and friendships.
• External expectations: to fulfill the expectations or recommendations of someone with formal authority.
• Social welfare: to improve ability to serve mankind, prepare for service to the community, and improve ability to participate in community work.
• Personal advancement: to achieve higher status in a job, secure professional advancement, and stay abreast of competitors.
• Escape/Stimulation: to relieve boredom, provide a break in the routine of home or work, and provide a contrast to other exacting details of life.
• Cognitive interest: to learn for the sake of learning, seek knowledge for its own sake, and to satisfy an inquiring mind.
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm
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ALPs in Practice: Self DirectionALPs in Practice: Self Direction
• Pure self-directed learning is largely out of our control
• For the vast majority of what we do the needs assessment is our attempt at self-directed education– A good NA is the strongest predictor to
successful activities
– National needs for national initiatives
– Remember: knowledge is national, action is local
• Pure self-directed learning is largely out of our control
• For the vast majority of what we do the needs assessment is our attempt at self-directed education– A good NA is the strongest predictor to
successful activities
– National needs for national initiatives
– Remember: knowledge is national, action is local
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ALPs in Practice: Self DirectionALPs in Practice: Self Direction
• What does the universe of ‘selfs’ need to know?– Mind the gaps– Explore the barriers– Identify the needs
• How does the universe of ‘selfs’ learn?– When are our learners able to learn?– How do our learners prefer to learn?– Where do our learners go to learn?
• What does the universe of ‘selfs’ need to know?– Mind the gaps– Explore the barriers– Identify the needs
• How does the universe of ‘selfs’ learn?– When are our learners able to learn?– How do our learners prefer to learn?– Where do our learners go to learn?
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ALPs in Practice: ? Self Direction ?ALPs in Practice: ? Self Direction ?
• … while learners may express a desire to be self-directed in their learning, most lack the required understanding of learning necessary to be self-directed.
• … learners indicated a desire for clear instructions regarding how to complete assignments as well as precise information from the course facilitator about which assignments would be graded.
• …the notion of self-directed learning [is] ignorant of issues of power and inequality within educational settings and society as a whole.
• … self-directed learning as a goal that may be desired but not necessarily practical to attain (Schapiro, 2003).
• … while learners may express a desire to be self-directed in their learning, most lack the required understanding of learning necessary to be self-directed.
• … learners indicated a desire for clear instructions regarding how to complete assignments as well as precise information from the course facilitator about which assignments would be graded.
• …the notion of self-directed learning [is] ignorant of issues of power and inequality within educational settings and society as a whole.
• … self-directed learning as a goal that may be desired but not necessarily practical to attain (Schapiro, 2003).
Blondy LC. (2007). www.ncolr.org/jiol/issues/PDF/6.2.3.pdf; Cheren, M. (1983). Helping adults learn how to learn. ; Robinson, R. (1992). Research in Distance Education. 4(1), 10-13.; Schapiro, S. A. (2003).]. Journal of Transformative Education, 1(2), 150-166.
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ALPs in Practice: ActiveALPs in Practice: Active
• Rational: – We assume that learning is a
rational, intellectual activity
• Relational: – Humans are social beings
• Emotional: – Acknowledge that emotions aid
the learning process
• Physical: – Learning can be enhanced by
engaging the senses
• Metaphoric: – Learning is enhanced through
symbols and devices
• Rational: – We assume that learning is a
rational, intellectual activity
• Relational: – Humans are social beings
• Emotional: – Acknowledge that emotions aid
the learning process
• Physical: – Learning can be enhanced by
engaging the senses
• Metaphoric: – Learning is enhanced through
symbols and devicesAccessible vs Accurate
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ALPs in Practice: ModelingALPs in Practice: Modeling
Amount Amount Learned and Learned and
Retained*Retained*
Amount Amount Learned and Learned and
Retained*Retained*
LectureLectureLectureLecture Moderated Moderated Case StudyCase StudyModerated Moderated Case StudyCase Study
PreceptorshipPreceptorshipPreceptorshipPreceptorshipReadingReadingReadingReading
1
4
5
6
2
3
*Cocktail napkin data
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ALPs in Practice: PracticeALPs in Practice: Practice
ARS- ARS- Driven Driven CaseCase
ARS- ARS- Driven Driven CaseCase
Simulation-Simulation-Based Based
EducationEducation
Simulation-Simulation-Based Based
EducationEducation
ApprenticeshipApprenticeshipApprenticeshipApprenticeshipPaper and Paper and PencilPencil
Paper and Paper and PencilPencil
1
5
6
2
3
4
Amount Amount Learned and Learned and
Retained*Retained*
Amount Amount Learned and Learned and
Retained*Retained*
*Cocktail napkin data
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ALPs in Practice: FeedbackALPs in Practice: Feedback
Peer Peer ComparisonsComparisons
Peer Peer ComparisonsComparisons
MentoringMentoringMentoringMentoringAnswers Answers in the in the FooterFooter
Answers Answers in the in the FooterFooter
WRONG!!WRONG!!
(Ha-Ha!)(Ha-Ha!)
WRONG!!WRONG!!
(Ha-Ha!)(Ha-Ha!)
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6
2
3
4
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Amount Amount Learned and Learned and
Retained*Retained*
Amount Amount Learned and Learned and
Retained*Retained*
*Cocktail napkin data
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ALPs in Practice: ReflectionALPs in Practice: Reflection
1-off1-off
1-off + 1 reminder1-off + 1 reminder
1-off + 1 f/u activity1-off + 1 f/u activity
Sequential, Progressive Curriculum
Sequential, Progressive Curriculum
T2T2T2T26 wks6 wks6 wks6 wks T4T4T4T4T3T3T3T3
1
2
3
4
5
6
Amount Amount Learned and Learned and
Retained*Retained*
Amount Amount Learned and Learned and
Retained*Retained*
*Cocktail napkin data
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ALPs in Practice: ReflectionALPs in Practice: Reflection
1-off1-off
1-off + 1 reminder1-off + 1 reminder
1-off + 1 f/u activity1-off + 1 f/u activity
Sequential, Progressive Curriculum
Sequential, Progressive Curriculum
T2T2T2T26 wks6 wks6 wks6 wks T4T4T4T4T3T3T3T3
1
2
3
4
5
6
Amount Amount Learned and Learned and
Retained*Retained*
Amount Amount Learned and Learned and
Retained*Retained*
*Cocktail napkin data
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Simplify ALPs in PracticeSimplify ALPs in Practice
PredisposeEnable Endure
PredisposeEnable Endure
Self Direction
Active
Modeling
Practice
Feedback
Reflection
Self Direction
Active
Modeling
Practice
Feedback
Reflection
Allow learners to identify their own learning goals and direct their education
Relate to learners' current experiences
Enable learners to be active contributors to their learning
Provide support to engaged learners
Allow learners to observe the faculty role-model behaviors
Allow learners to practice what they learn
Allow learners to receive feedback from teachers and/or peers
Allow learners to reflect on their learning
Allow learners to identify their own learning goals and direct their education
Relate to learners' current experiences
Enable learners to be active contributors to their learning
Provide support to engaged learners
Allow learners to observe the faculty role-model behaviors
Allow learners to practice what they learn
Allow learners to receive feedback from teachers and/or peers
Allow learners to reflect on their learning
Questions and CommentsQuestions and Comments
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