Transcript My Epistemology - daniellemariewalsh

My Epistemology
“Using the five senses to learn”
Danielle M. Walsh
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
Principles of Adult Learning
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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
Andragogy (Knowles)
Knowles’ theory of Andragogy is an attempt to develop a theory
specifically for adult learning. Knowles emphasizes that adults are selfdirected and expect to take responsibility for decisions. Adult learning
programs must accommodate this fundamental aspect.
Principles of Andragogy
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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
Applying Andragogy to the Design of Personal
Computer Training
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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
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.
According to Rogers
The role of the teacher is to facilitate such learning.
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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
According to Rogers
Learning is facilitated when:
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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.
Principles of Experimental Learning
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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
How Constructivism impacts learning
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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.
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.
References
Kearsley, G.(2001). Explorations in Learning &
Instruction. The theory into Practice Database
Retrieved September 8, 2002
http://tip.psychology.org/cross.html