Concepts of Adult Learning Cate Clegg (PTLLS Week 4)

Learning Outcomes Define learning in relation to the adult learner Reflect upon own learning preferences and how they impact on the learning experience Define the main principles of adult learning (andragogy) Explain the 4 stages of the Experiential Learning Cycle Apply motivational theory to the learning situation

A Definition of Learning Learning is the process whereby knowledge Is created through the transformation of experience Prof. David Kolb Prof Kolb works in American Mgt School – interested in nature of individual & social change, experiential learning, career development & executive and professional education. Research into experiential learning (1980s) and organisational behaviour

Purpose of learning “If you give a man a fish he will have a single meal. If you teach him how to fish, he will eat all his life.” Kuan Tzu

Principles of Adult Learning Self concept Experience Readiness to learn Orientation of learning Motivation Andragogy – Malcolm Knowles SELF CONCEPT – Self directed (not learning because they have to) EXPERIENCE – use of own experiences (what they can bring to learning) READINESS TO LEARN – need to know (what is applicable to them) ORIENTATION OF LEARNING – problem centred (experiential) MOTIVATION – internal/intrinsic (want to learn) Malcolm Knowles – American professor of education 60s/70s 1980s+ research into how adults learn/self-directed learning Andragogy v Pedagogy (teacher led, learner dependent, learners’ knowledge not important, told what to learn, subject centred, extrinsically motivated)

Principles of Adult Learning Learning is a continuous process The learning process has an affective as well as an intellectual component Adults learn by doing; they want to be involved Adults relate their learning to what they already know

Principles of Adult Learning An informal environment works best Problems and examples must be realistic and relevant to the learner Variety stimulates – appeal to as many senses as possible Andragogy – Malcolm Knowles

Experiential Learning Cycle Experience Reflect Apply What ? So what? Now what? Interpret Kolb – concrete experience/reflective observation/abstract conceptualisation/active experimentation Need to move around ELC in order to have a ‘complete’ learning experience Relate to their own learning – reminder of reflective journals Learning Styles (Honey & Mumford) -Relate to ELC Activists - Hands on, like new experiences (now!) Reflectors - Stand back, observe, cautious Theorists - logical, analytical, rational Pragmatists - practical, realistic, problem solving (poss. Relate to exercise - how did they feel?)

Need For Love & Belonging Maslow Hieararchy of Needs Self actualisation Need For Esteem Need For Love & Belonging Need For Safety Physiological (comfort, refreshments, breaks) Safety (H&S, safe learning environment) Social (interaction with other participants) Self esteem (status, dignity, independence, praise) Self-actualisation (achieving your own goals/potential) Intrinsic – inner drive, for self esteem/confidence, satisfy curiosity Extrinsic – e.g. reward, punishment, competition Also research: Herzberg, McGregor X/Y theory Physiological Needs Related To Survival