Learning for Life, by Michael Chalk and Catherine Devlin. Slides edited 18may12 (with audience extras)
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I ran a session for the Broadband for Seniors volunteer network in May 2012, on Adult Learning principles. Not wanting to be didactic about it, i tried to draw in the audience perspective whenever possible. Basically, we started with a classic version of 'adult learning principles' and attempted to connect these abstract ideas with people's daily experiences in the kiosks. This presentation has the audience input on many slides (except one where i was concerned about time.) Overall i found it an amazing session, because of this group participation. There is a recording of the actual session - i'll see if i can link to it from here.
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Learning for Life, by Michael Chalk and Catherine Devlin. Slides edited 18may12 (with audience extras)
- 1. Learning for Life Principles of Adult Learning Michael Chalk and Catherine Devlin, Photo: (creative commons at flickr) Adult Learning Australia (ALA). Paul Bica, http://flic.kr/p/85S1FU
- 2. When do people learn best?
- 3. Photo: Helico, http://flic.kr/p/CMopX What is andragogy? Malcolm Knowles an American educator defined andragogy as: „..the art and science of helping adults learn.‟ Photo: Dunechaser, http://flic.kr/p/SaTg9
- 4. Principles of adult learning 1.The need to know 2.Learner’s self-concept 3.Role of the learner’s experience 4.Readiness to learn 5.Orientation to learning 6.Motivation Photo: geoftheref, http://flic.kr/p/oLMak
- 5. How do adult people learn? 1.What do your learners need to know? 2.How well do they know themselves? 3.What do they already know from experience? 4.What do they want next? 5.How is the learning connected to their lives? 6.What motivates your learners?
- 7. 1. Need to know Adults want their learning to: • meet their needs • be relevant • help them achieve their goals. Photo: Carlos62, http://flic.kr/p/xoKBT
- 9. 2. “Self-concept” Adult learners: are self-motivated and self-directed are independent like to find their own way can make their own decisions want to manage their own learning. Photo: minifig, http://flic.kr/p/zcYeK
- 10. What do they already know from experience?
- 11. 3. Role of experience Adult learners: • have diverse experience and knowledge • may have ingrained ideas about things • apply their life experience and knowledge to new learning • use their problem-solving, reflecting and reasoning skills. Photo: yewenyi, http://flic.kr/p/cAQEr
- 13. 4. Readiness to learn Adult learners: • are goal focused • want timely and meaningful learning experiences • need clear learning goals. Photo: ΞSSΞ®®Ξ, http://flic.kr/p/btHZ5u
- 14. How is the learning connected to their lives? How can you make the connection more real?
- 15. 5. Orientation to learning Adult learners: are practical – their learning should apply to their lives, job, etc. want to be involved in planning their learning focus on the aspects that are most useful to them. Photo: ntr23, http://flic.kr/p/85eRne
- 16. What motivates your learners?
- 17. 6. Motivation For adult learners, the best motivators are: • Internal, for example: » increased job satisfaction » heightened self-esteem » better quality of life • personal growth and development. Photo: Erica Marshall, http://flic.kr/p/5p1oZw
- 18. What can you do to help people learn? Photo: YoungEinstein, http://flic.kr/p/7xLFt
- 19. How to help adults learn • Encourage active participation • Offer meaningful, relevant and holistic learning • Ensure multi-sensory learning (using the 5 senses) • Give learners time to practice and reflect on learning • Give regular and useful feedback • Motivate further learning with recognition and rewards
Notes de l'éditeur
- Readiness to learn: As people mature, they are more interested in learning subjects that have immediate relevance to their jobs or personal lives
- Readiness to learn: As people mature, they are more interested in learning subjects that have immediate relevance to their jobs or personal lives
- Readiness to learn: As people mature, they are more interested in learning subjects that have immediate relevance to their jobs or personal lives
- Readiness to learn: As people mature, they are more interested in learning subjects that have immediate relevance to their jobs or personal lives
- Readiness to learn: As people mature, they are more interested in learning subjects that have immediate relevance to their jobs or personal lives
- Readiness to learn: As people mature, they are more interested in learning subjects that have immediate relevance to their jobs or personal lives
- Readiness to learn: As people mature, they are more interested in learning subjects that have immediate relevance to their jobs or personal lives
- Readiness to learn: As people mature, they are more interested in learning subjects that have immediate relevance to their jobs or personal lives
- Readiness to learn: As people mature, they are more interested in learning subjects that have immediate relevance to their jobs or personal lives
- Readiness to learn: As people mature, they are more interested in learning subjects that have immediate relevance to their jobs or personal lives