Transcript Adult Learning Slideshow

Adult learning principles
Planning a successful
workshop
Adult learning environments
and processes
Key considerations:
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The facilitators’ role
Physical and psychological factors
Experiential and participative learning processes
Self-directed learning and planning
Curriculum development centred on real life problems
Individual differences
Reflection
A good facilitator
• has the necessary skills and expertise to facilitate the
workshop
• conveys genuine enthusiasm
• understands the participants’ points of view
• develops positive relationships between
himself/herself and the participants, and the
participants themselves
• helps participants create personal meaning
• helps participants move towards self-directed
learning
Active or passive approach?
Teaching approaches may range from lectures through
to a collaborative approach where meaning is
constructed through participants’ dialogue and
interactions.
Designing a course that has a balance between passive
and active learning is more likely to appeal to
participants as everyone has different learning styles.
The facilitator can…
• discuss the principles and philosophy of educating for
sustainability
• develop suitable workshop objectives
• link objectives to activities, resources and evaluation
• respond to the workshop participants’ needs
• create participatory, active and cooperative learning
opportunities
• encourage workshop participants to express views
and take ‘ownership’ of the workshop
• motivate workshop participants to overcome
constraints
Physical factors
Key considerations:
• Comfortable venue
• Sufficient lighting and space
• Suitable arrangement of furniture, equipment and
other resources
• Food and drink (if possible)
Psychological factors
Key considerations:
• give an overview of the workshop at the beginning
• negotiate length/times of breaks where possible
• respect each participant as intelligent and
experienced adults
• encourage, support and value all responses
• stimulate intellectual freedom
• encourage experimentation and creativity
Experiential and
participatory learning
• Presentation of new knowledge/theory
• Sharing of personal experiences in relation to the
new knowledge through discussion, writing or artwork
• Assimilation/synthesis/reflection of new
understandings
• The development of a practical and useful end
product
Features of experiential learning
• Techniques that draw on learners’ prior experiences
and involve them in analysing their experiences
• Learners’ participation, interaction and active
dialogue
Self-directed learning
and planning
Enables participants to become self-directed in the use
of Teaching and Learning for a Sustainable Future.
Involves creating conditions so that participants:
• can confidently set their own learning goals;
• locate resources; and
• decide on appropriate learning methods.
A ‘real life’ curriculum
• Focuses on real life problems and relevant issues
• Focuses on topical and interesting issues
• Is framed within a local context, without becoming
parochial
• Balances reflection on past experiences with using
new information, strategies and activities
Learning styles
We use different areas of our brains to interpret and
understand new concepts and information.
Some of us prefer to:
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interpret words (verbal/linguistic)
interpret pictures and symbols (visual/spatial)
respond to music (musical/rhythmic)
respond to movement (kinesthetic)
work alone( intrapersonal)
work with other people (interpersonal)
Inclusion
Diversity among individuals should be celebrated within
the curriculum and all workshop participants accepted
as unique and capable individuals.
Inclusive teaching can result in a power shift between
facilitators and participants.
Reflection
• Did you feel a sense of achievement?
• Was the learning environment challenging but
supportive?
• Were there a variety of learning opportunities?
• Were there positive outcomes? Will you be able to
develop your own programmes based on TLSF?
• Were there opportunities for feedback?
Ongoing community of learners
Continuing communication after the workshop will
provide opportunities for people to talk about their
experiences and share ideas about their training
programs.
• Follow-up meeting
• Learning Circles
• Computer networking