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  • Adult Learning: Mart Laanpere Tallinn Pedagogical University

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    immibhai
    14 tayangan10 halaman
    This document discusses key differences in how adults learn compared to children and outlines several theories of adult learning. Specifically, it notes that adults have different types of intelligence and memory constraints. It also explores the concept of self-directed learning, where learners take responsibility for their own learning. Several models of self-directed learning are described, including seeing it as a continuum where learners can be more or less self-directed, and noting the roles of personal responsibility, teaching/learning transactions, and social context. The document advocates for empowering adult learners to direct their own education.

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    Adult Learn

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    This document discusses key differences in how adults learn compared to children and outlines several theories of adult learning. Specifically, it notes that adults have different types of intelligence and memory constraints. It also explores the concept of self-directed learning, where learners take responsibility for their own learning. Several models of self-directed learning are described, including seeing it as a continuum where learners can be more or less self-directed, and noting the roles of personal responsibility, teaching/learning transactions, and social context. The document advocates for empowering adult learners to direct their own education.

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    Attribution Non-Commercial (BY-NC)
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    Tandai sebagai konten tidak pantas
    14 tayangan10 halaman

    Adult Learning: Mart Laanpere Tallinn Pedagogical University

    Diunggah oleh

    immibhai
    This document discusses key differences in how adults learn compared to children and outlines several theories of adult learning. Specifically, it notes that adults have different types of intelligence and memory constraints. It also explores the concept of self-directed learning, where learners take responsibility for their own learning. Several models of self-directed learning are described, including seeing it as a continuum where learners can be more or less self-directed, and noting the roles of personal responsibility, teaching/learning transactions, and social context. The document advocates for empowering adult learners to direct their own education.

    Hak Cipta:

    Attribution Non-Commercial (BY-NC)
    Unduh sebagai PPT, PDF, TXT atau baca online dari Scribd
    Tandai sebagai konten tidak pantas
    dari 10

    Adult Learning

    Mart Laanpere
    Tallinn Pedagogical University
    Is there really a big difference?
     Do the adults learn on significantly
    different way, if compared with children?
     What is different in case of adults?
    Research says...
     Liquid and crystallized intelligence
     Memory constraints
     Different kind of motivation
     Self-directed learning
    Self-directed learning
     Learners can be empowered to take more
    responsibility
     Self-direction exists in every person and learning
    situation – to some extent
     Self-directed learning does not necessarily take
    place in isolation from others
     Self-directed learners appear able to transfer
    learning to another situation
     Various activities: self-guided reading, internship,
    electronic dialogues, reflective writing
     Teachers still have a role
     In practice mostly found in open learning or non-
    credit programs
    A Study by Houle (1961)

    Categories of learners:
     goal-oriented learners

     activity-oriented learners

     learning-oriented learners

    The latter group was addressed then as


    “self-directed learners”
    Knowles: Andragogy
     SDL assumes that humans grow in capacity
    and need to be self-directing
     learners experience are rich resources for
    learning
     individuals are learning what is required to
    perform their evolving life tasks
     an adult’s natural orientation is task- or
    problem-oriented learning
     self-directed learners are motivated by
    various internal incentives
    Tutoring self-directed learners

    Self-directed

    Involved

    Interested

    Dependent

    Authority Facilitator
    Motivator Consultant
    Towards the theory of SDL

    Personal Responsibility Orientation (PRO)


    model by Brockett and Hiemstra (1991)
     Personal Responsibility

     Characteristics of the teaching-learning

    transaction
     Characteristics of the learner

     Factors within the social context


    Group assignment
     Conduct the initial target group analysis
    using the framework by L.Burge:
    – What are the learning needs?
    – Who is expected to participate?
    – Resources (time, computer)?
    – How will the learners know what to do?
    – How will I know if things are working well?
    – ...
    Links
     Stages of Self-Directed Learning (SSDL) model
    http://www.longleaf.net/ggrow/SSDL/Model.html
     Myths of SDL -
    http://www.sit.edu/lcc/sd_learn.html

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