Influences on Current Adult Learning Guadalupe torrez February 24, 2014 AET/500 Nichole harris

Knowles Assumptions About Adult Learning Internally Motivated & Self-Directed Definition - Students do not want to be forced to learn (“Queensland Occupational Therapy Fieldwork Collaborative”, 2012) Example - Lead students to ask questions Application – Allow students to provide information about what they want to learn. Experience & Knowledge Definition - Students enjoy sharing their knowledge on the subject and their experiences (“Queensland Occupational Therapy Fieldwork Collaborative”, 2012) Example - Find out about students Application – Use training techniques as was completed in a corporate job training to show knowledge (Woodard, 2007) Goal Oriented Definition - Students need to know what the final outcome will be(“Queensland Occupational Therapy Fieldwork Collaborative”, 2012) Example – Provide actual case studies Application – Using the case studies that give students an outcome, encourage students to determine what their outcome would be. These are the first three assumptions about adult learning. Definition follows with an example and a practical situation for each theory.

Knowles Assumptions About Adult Learning Relevancy Definition - Students want to know the relevancy of material to what they hope to achieve (“Queensland Occupational Therapy Fieldwork Collaborative”, 2012) Example - Provide choices for students to determine best choice for them Application – Encourage students to develop objectives so they can establish relevancy (Chan, 2010). Practicality Definition - Students need to be able to apply hands on experience of what they are learning (“Queensland Occupational Therapy Fieldwork Collaborative”, 2012) Example - Promote interaction. Encourage students to get involved. Application – Create a lesson that allows students to not only gain hands on experience but interaction with others. Respect Definition - Students need to feel respected through facilitators actions (“Queensland Occupational Therapy Fieldwork Collaborative”, 2012) Example - Regard students as equals. Application – The lesson would be presented in a manner which encourages students to express their ideas and feedback. These are the last three assumptions about adult learning. Definition follows with an example and a practical situation for each theory.

References Chan, S. (2010). Applications of andragogy in multi-disciplined teaching and learning. Journal of Adult Education, 39(2), 25-35. Retrieved from http://search.proquest.com/docview/871911642?accountid=458 Queensland Occupational Therapy Fieldwork Collaborative. (2012). Retrieved from http://www.qotfc.edu.au/ Woodard, C.A. (2007). Using adult learning theory for new-hire training. Journal of Adult Education, 36(1), 44-47. Retrieved from http://search.proquest.com/docview/204493692?accountid=458