Facilitating the Adult Learner

@MHWILLEKE | FACILITATING THE ADULT LEARNER

Facilitating the Adult Learner

MARIAN WILLEKE, PHD

MHWILLEKE.COM /IN/MARIANWILLEKE @MHWILLEKE

Trevecca Nazarene University • Faculty Workshop


Evette.

This photo represents the persona of the individual rather than the actual person in order to respect privacy.


Gary.



Shalonda.



Fred.



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


Mindset: Understanding Our Consumers

Wanting career advancement or needs a job

High cognitive overload with few filters

Out of school for years

Afraid


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



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


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


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


Your Action….Pick one approach.

Do it.

Incorporate it in your class.

Reflect on the experience afterwards.

Decide what should be adjusted for improvement.


Illeris, 2002

ENVIRONMENT

COGN

ITION EMOTION

SOCIETY

FUNCTIONALITY SENSIBILITY

SOCIALITY

Meaning ability Mental balance

Integration

Acquisition

Inte

ract

ionLearning Process


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?


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


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


Your Action….Pick a framework.





Cognitive Learning

MEASURABLE

“FROM THE NECK UP”


Affective Learning

PERSONAL AWARENESS

CONNECTION TO PERSONAL VALUE SYSTEM


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.


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


Affective Learning Domain

Present and Listening


Simple recall

Present and Listening

Actively Participates

Believes Strongly

Organise Values into Personal Value System

Value System Influences

Others


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


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


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


Your Action….Pick one model.





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.

http://alliedacademies.org/public/Journals/JournalDetails.aspx?jid=5

http://alliedacademies.org/public/Journals/JournalDetails.aspx?jid=5

http://aom.org/amle/

http://aom.org/amle/

http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&uid=1993-31480-001

http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&uid=1993-31480-001