My Epistemology

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My EpistemologyUsing the five senses to learn

• Danielle M. Walsh

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Adult Learning Process(P.Cross)

• Cross presents Characteristics of Adults as
  Learners. The model attempts to integrate other
  theoretical frameworks for adult learning such as
  andragogy (knowles), experimental learning
  (Rogers), and lifespan psychology.
• The CAL model consists of two classes of
  variable Personal and Situational
• Personal Characteristics include
• Aging
• Life phases
• Development stages
• Situational Characteristics consist of
• Part-time versus full-time learning
• Voluntary versus compulsory learning

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Principles of Adult Learning

• Adult learning programs should capitalize on the
  experience of participants
• Adult learning programs should adapt to the aging
  limitations of the participants
• Adults should be challenged to move increasingly
  advanced stages of personal development
• Adults should have as much choice as possible in
  the availability and organization of learning
  programs

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Andragogy (Knowles)

• Knowles theory of Andragogy is an attempt to
  develop a theory specifically for adult learning.
  Knowles emphasizes that adults are self-directed
  and expect to take responsibility for decisions.
  Adult learning programs must accommodate this
  fundamental aspect.

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Principles of Andragogy

• Adults need to be involved in the planning and
  evaluation of their instruction
• Experience (including mistakes) provides the
  basis for learning activities
• Adults are most interested in learning subjects
  that have immediate relevance to their jobs or
  personal life
• Adult learning is problem-centered rather than
  content orientated

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Applying Andragogy to the Design of Personal
Computer Training

• There is a need to explain why specific things
  are taught (certain commands, functions,
  operations etc.)
• Instruction should be task-orientated instead of
  memorization learning activities should be in
  the context of common tasks to be performed
• Since adults are self-directed, instruction
  should allow learners to discover things for
  themselves, providing guidance and help when
  mistakes are made
• Instruction should take into account the wide
  range of different backgrounds of learners
  learning materials and activities should allow
  for different levels/types of previous experience
  with computers

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Experimental Learning (Rogers)
Rogers distinguished two types of learning
Cognitive (meaningless) and Experimental
(significant). To Rogers, experimental learning
is equivalent to personal change and growth.
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According to Rogers

• The role of the teacher is to facilitate such
  learning.
• This includes
• Setting a positive climate for learning
• Clarifying the purpose of the learner(s)
• Organizing and making available learning
  resources
• Balancing intellectual and emotional components
  of learning
• Sharing feelings and thoughts with learners but
  not dominating

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According to Rogers

• Learning is facilitated when
• The student participates completely in the
  learning process and has control over its nature
  and direction
• It is primarily based upon direct confrontation
  with practical, social, personal or research
  problems
• Self-evaluation is the principal method of
  assessing progress or success
• Rogers also emphasizes the importance of
  learning to learn and an openness to change.

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Principles of Experimental Learning

• Significant learning takes place when the subject
  matter is relevant to the personal interests of
  the student
• Learning which is threatening to the self (e.g.,
  new attitudes, or perspectives) are more easily
  assimilated when external threats are at a
  minimum
• Learning proceeds faster when the threat to self
  is low
• Self-initiated learning is the most lashing and
  pervasive

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How Constructivism impacts learning

• Curriculum Constructivism calls for the
  elimination of a standardized curriculum, instead
  it promotes using a curricula customized to the
  students prior knowledge. Also, it emphasizes
  hands-on problem solving
• Instruction - Under the theory of
  Constructivism educators focus on making
  connections between facts and fostering new
  understanding in students. Instructors tailor
  their teaching strategies to students responses
  and encourage students to analyze, interpret, and
  rely on open-ended questions to promote dialogue.
  
• Assessment Constructivism calls for the
  elimination of grades and standardized testing.
  Instead, assessment must become a part of the
  learning process so the students play a larger
  role in judging their own progress.

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Implications for Instruction

Working as a Technical Trainer dealing with an
adult audience, I found the Adult Learning Theory
and the principles of Andragogy best relate to
my practices of teaching. Adults learn when they
are involved and through experiment.
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References
Kearsley, G.(2001). Explorations in Learning
Instruction. The theory into Practice
Database Retrieved September 8,
2002 http//tip.psychology.org/cross.html