1. Concepts of Adult Learning
Cate Clegg
(PTLLS Week 4)

2. 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

3. 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

4. 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

5. 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)

6. 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

7. 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

8. 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?)

9. 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