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Facilitating the Adult Learner

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Marian Willeke
Marian Willeke

This was presented to university faculty of non-traditional learners to provide practical insights and solutions for facilitating the adult learner. Empathy for the adult learner and understanding how they learn effectively was the focus with time set aside to practice facilitation frameworks and develop intentional plans for engaging adult learners that will motivate a learning or growth mindset.

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@MHWILLEKE | FACILITATING THE ADULT LEARNER Facilitating the Adult Learner MARIAN WILLEKE, PHD MHWILLEKE.COM /IN/MARIANWILLEKE @MHWILLEKE Trevecca Nazarene University • Faculty Workshop
@MHWILLEKE | FACILITATING THE ADULT LEARNER Evette. This photo represents the persona of the individual rather than the actual person in order to respect privacy.
@MHWILLEKE | FACILITATING THE ADULT LEARNER Gary. This photo represents the persona of the individual rather than the actual person in order to respect privacy.
@MHWILLEKE | FACILITATING THE ADULT LEARNER Shalonda. This photo represents the persona of the individual rather than the actual person in order to respect privacy.
@MHWILLEKE | FACILITATING THE ADULT LEARNER Fred. This photo represents the persona of the individual rather than the actual person in order to respect privacy.
@MHWILLEKE | FACILITATING THE ADULT LEARNER 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
@MHWILLEKE | FACILITATING THE ADULT LEARNER Mindset: Understanding Our Consumers  Wanting career advancement or needs a job  High cognitive overload with few filters  Out of school for years  Afraid
@MHWILLEKE | FACILITATING THE ADULT LEARNER 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
@MHWILLEKE | FACILITATING THE ADULT LEARNER
@MHWILLEKE | FACILITATING THE ADULT LEARNER 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
@MHWILLEKE | FACILITATING THE ADULT LEARNER 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
@MHWILLEKE | FACILITATING THE ADULT LEARNER 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
@MHWILLEKE | FACILITATING THE ADULT LEARNER Your Action…. Pick one approach. Do it. Incorporate it in your class. Reflect on the experience afterwards. Decide what should be adjusted for improvement.
@MHWILLEKE | FACILITATING THE ADULT LEARNER Illeris, 2002 ENVIRONMENT SOCIETY FUNCTIONALITY SENSIBILITY SOCIALITY Meaning ability Mental balance Integration Acquisition Interaction Learning Process
@MHWILLEKE | FACILITATING THE ADULT LEARNER 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?
@MHWILLEKE | FACILITATING THE ADULT LEARNER Mezirow, 2001 DESCRIPTION What happened?  Context  Roles played by you and others FEELINGS What were you thinking and feeling at the time? How have those feelings changed? EVALUATION What was good and bad about the experience? Make a judgement. ANALYSIS What sense can you make of the situation?  Explore details & the ‘why’ of your judgements.  What challenged you? TEXT How do class readings and lectures relate to your understanding of the incident? CONCLUSION What did you learn? What else could you have done? Asses the impact on you and on your future actions. REFLECTIVE CYCLE Transformative Learning
@MHWILLEKE | FACILITATING THE ADULT LEARNER ACT Concrete Experience Facts (What Happened?) Theory of Action CONCEPTUALIZE Abstract 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 CORNEY www.edbatista.com/2007/10/experiential.html Learning Cycles
@MHWILLEKE | FACILITATING THE ADULT LEARNER Your Action…. Pick a framework. Incorporate it in your class. Reflect on the experience afterwards. Decide what should be adjusted for improvement.
@MHWILLEKE | FACILITATING THE ADULT LEARNER Cognitive Learning  MEASURABLE  “FROM THE NECK UP”
@MHWILLEKE | FACILITATING THE ADULT LEARNER Affective Learning  PERSONAL AWARENESS  CONNECTION TO PERSONAL VALUE SYSTEM
@MHWILLEKE | FACILITATING THE ADULT LEARNER 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.
@MHWILLEKE | FACILITATING THE ADULT LEARNER 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
@MHWILLEKE | FACILITATING THE ADULT LEARNER Affective Learning Domain Present and Listening Actively Participates Believes Strongly Organise Values into Personal Value System Value System Influences Others
@MHWILLEKE | FACILITATING THE ADULT LEARNER Simple recall Explain in own words Perform task Deconstruct elements of system Critique based on experience and theory Add to existing knowledge Present and Listening Actively Participates Believes Strongly Organise Values into Personal Value System Value System Influences Others
@MHWILLEKE | FACILITATING THE ADULT LEARNER 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
@MHWILLEKE | FACILITATING THE ADULT LEARNER 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
@MHWILLEKE | FACILITATING THE ADULT LEARNER 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
@MHWILLEKE | FACILITATING THE ADULT LEARNER Your Action…. Pick one model. Incorporate it in your class. Reflect on the experience afterwards. Decide what should be adjusted for improvement.
@MHWILLEKE | FACILITATING THE ADULT LEARNER 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.

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Facilitating the Adult Learner

  • 1. @MHWILLEKE | FACILITATING THE ADULT LEARNER Facilitating the Adult Learner MARIAN WILLEKE, PHD MHWILLEKE.COM /IN/MARIANWILLEKE @MHWILLEKE Trevecca Nazarene University • Faculty Workshop
  • 2. @MHWILLEKE | FACILITATING THE ADULT LEARNER Evette. This photo represents the persona of the individual rather than the actual person in order to respect privacy.
  • 3. @MHWILLEKE | FACILITATING THE ADULT LEARNER Gary. This photo represents the persona of the individual rather than the actual person in order to respect privacy.
  • 4. @MHWILLEKE | FACILITATING THE ADULT LEARNER Shalonda. This photo represents the persona of the individual rather than the actual person in order to respect privacy.
  • 5. @MHWILLEKE | FACILITATING THE ADULT LEARNER Fred. This photo represents the persona of the individual rather than the actual person in order to respect privacy.
  • 6. @MHWILLEKE | FACILITATING THE ADULT LEARNER 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
  • 7. @MHWILLEKE | FACILITATING THE ADULT LEARNER Mindset: Understanding Our Consumers  Wanting career advancement or needs a job  High cognitive overload with few filters  Out of school for years  Afraid
  • 8. @MHWILLEKE | FACILITATING THE ADULT LEARNER 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
  • 9. @MHWILLEKE | FACILITATING THE ADULT LEARNER
  • 10. @MHWILLEKE | FACILITATING THE ADULT LEARNER 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
  • 11. @MHWILLEKE | FACILITATING THE ADULT LEARNER 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
  • 12. @MHWILLEKE | FACILITATING THE ADULT LEARNER 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
  • 13. @MHWILLEKE | FACILITATING THE ADULT LEARNER Your Action…. Pick one approach. Do it. Incorporate it in your class. Reflect on the experience afterwards. Decide what should be adjusted for improvement.
  • 14. @MHWILLEKE | FACILITATING THE ADULT LEARNER Illeris, 2002 ENVIRONMENT SOCIETY FUNCTIONALITY SENSIBILITY SOCIALITY Meaning ability Mental balance Integration Acquisition Interaction Learning Process
  • 15. @MHWILLEKE | FACILITATING THE ADULT LEARNER 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?
  • 16. @MHWILLEKE | FACILITATING THE ADULT LEARNER Mezirow, 2001 DESCRIPTION What happened?  Context  Roles played by you and others FEELINGS What were you thinking and feeling at the time? How have those feelings changed? EVALUATION What was good and bad about the experience? Make a judgement. ANALYSIS What sense can you make of the situation?  Explore details & the ‘why’ of your judgements.  What challenged you? TEXT How do class readings and lectures relate to your understanding of the incident? CONCLUSION What did you learn? What else could you have done? Asses the impact on you and on your future actions. REFLECTIVE CYCLE Transformative Learning
  • 17. @MHWILLEKE | FACILITATING THE ADULT LEARNER ACT Concrete Experience Facts (What Happened?) Theory of Action CONCEPTUALIZE Abstract 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 CORNEY www.edbatista.com/2007/10/experiential.html Learning Cycles
  • 18. @MHWILLEKE | FACILITATING THE ADULT LEARNER Your Action…. Pick a framework. Incorporate it in your class. Reflect on the experience afterwards. Decide what should be adjusted for improvement.
  • 19. @MHWILLEKE | FACILITATING THE ADULT LEARNER Cognitive Learning  MEASURABLE  “FROM THE NECK UP”
  • 20. @MHWILLEKE | FACILITATING THE ADULT LEARNER Affective Learning  PERSONAL AWARENESS  CONNECTION TO PERSONAL VALUE SYSTEM
  • 21. @MHWILLEKE | FACILITATING THE ADULT LEARNER 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.
  • 22. @MHWILLEKE | FACILITATING THE ADULT LEARNER 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
  • 23. @MHWILLEKE | FACILITATING THE ADULT LEARNER Affective Learning Domain Present and Listening Actively Participates Believes Strongly Organise Values into Personal Value System Value System Influences Others
  • 24. @MHWILLEKE | FACILITATING THE ADULT LEARNER Simple recall Explain in own words Perform task Deconstruct elements of system Critique based on experience and theory Add to existing knowledge Present and Listening Actively Participates Believes Strongly Organise Values into Personal Value System Value System Influences Others
  • 25. @MHWILLEKE | FACILITATING THE ADULT LEARNER 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
  • 26. @MHWILLEKE | FACILITATING THE ADULT LEARNER 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
  • 27. @MHWILLEKE | FACILITATING THE ADULT LEARNER 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
  • 28. @MHWILLEKE | FACILITATING THE ADULT LEARNER Your Action…. Pick one model. Incorporate it in your class. Reflect on the experience afterwards. Decide what should be adjusted for improvement.
  • 29. @MHWILLEKE | FACILITATING THE ADULT LEARNER 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.