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Module 5(The Adults Teaching and Learning Process)

Module 5. Adults Teaching and Learning Here’s why teaching methodologies matter:
Process
1. Enhancing Engagement: Active approaches to
A. Pedagogy: Teaching Methods for Children teaching capture students’ attention and foster a
deeper connection with the subject matter. When
Throughout history, teaching methods have evolved students are actively engaged, they are more likely to
alongside societal changes and knowledge internalize and reflect upon the content.
advancements. 2. Catering to Diverse Learning Needs: Every
student has a unique learning style and pace. By
Today, in an era of technological progress and global employing a variety of methods of teaching,
diversity, classrooms reflect a mix of cultures, languages, educators can ensure that they address all students’
and ideologies. A one-size-fits-all teaching approach is diverse needs and preferences, making learning
inadequate for students’ diverse backgrounds and more inclusive.
learning styles. Contemporary education demands varied 3. Improved Retention: The right approaches to
teaching methods tailored to each student’s unique teaching don’t just impart knowledge; they make it
needs, ensuring effective, engaging, and relevant stick. Educators can enhance understanding and
learning. retention of content by catering to different learning
styles and actively involving students.
In this article, we will delve deep into some of the best 4.
teaching methods educators can explore and In the diverse world of education, various teaching
implement, ensuring a comprehensive and inclusive methods stand out for their effectiveness and adaptability.
approach to learning for all students. Dive into these standout approaches that are shaping
modern classrooms and enhancing student learning
Experience the future of learning with an innovative experiences.
game-based approach and transform how your students
engage with education! 1. Game-based Learning

What are Teaching Methods? Game-based learning is an innovative teaching

method that integrates games into the curriculum. Rather
Teaching methods are specific techniques educators than traditional teaching techniques, it uses the
employ to deliver knowledge or skills, such as mechanics of games to engage students, making the
lectures, discussions, or hands-on activities. learning process more interactive and enjoyable. This
method taps into the natural love for play, turning
Difference Between Teaching Methods and Teaching educational concepts into fun challenges.
Strategies:
Advantage: Engages students, makes learning fun, and
Teaching Methods: The actual techniques used, like improves retention.
group discussions or lectures.
Disadvantages: Increased screen time and might not
Teaching Strategies: The overarching plans or be suitable for all topics.
approaches guiding how content is taught.
Example: SplashLearn is a prime example of game-
3 Importance of Teaching Methods based learning in action. It offers a plethora of
interactive math and reading games tailored for preK-
The right types of teaching methods are crucial in grade 5 kids. By transforming complex concepts into
education. A recent study emphasized the value of engaging challenges, SplashLearn makes learning
active learning, where students aren’t just passive enjoyable and ensures deeper understanding and
listeners but active participants. This aligns with retention, showcasing the effectiveness of game-based
Vygotsky’s 1978 concept of the ‘zone of proximal teaching methods.
development,’ highlighting the space where learners,
with guidance, can achieve beyond their independent
capabilities.
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2. Student-Centered Approaches

Best for: Middle School and High School students (ages Teacher-centered learning is one of the classic ways of
12-18) teaching where the educator is the central figure. In this
approach, the teacher is the primary source of
Student-centered approaches shift the focus from the information, guiding the flow of lessons, while students
teacher to the student. In these teaching approaches, primarily listen and absorb knowledge. It’s a structured
students play an active role in their learning journey, with method that ensures consistency in content delivery.
educators acting as facilitators. The curriculum is often
tailored to students’ interests and needs, promoting Advantage: Structured and consistent, ensuring all
autonomy, self-direction, and a deeper connection to the students receive the same content.
content.
Disadvantages: Might not cater to diverse learning
Advantage: Encourages critical thinking, fosters styles and can limit student engagement.
independence, and caters to individual learning needs.
Example: A lecture where the teacher presents a topic,
Disadvantages: Can be challenging to manage in larger and students take notes, with limited interaction.
classrooms and might require more preparation time.
Example: Implementing group projects where students 4. Project-Based Learning
choose their topics and presentation methods.
Best for: Middle School, High School, and College
3. Teacher-centered Learning students (ages 12-22)

Best For: All age groups, but especially prevalent in Project-Based Learning (PBL) is an education
traditional classrooms. methodology where students learn by actively engaging
in real-world and personally meaningful projects. Instead
of traditional instruction, students are posed with a
question or challenge and then seek out solutions
through research, collaboration, and creativity.

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Advantage: Encourages deep understanding, fosters Example: Students watching a video lecture on a
collaboration, and allows students to apply knowledge in historical event at home and then participating in a group
practical scenarios. discussion or simulation activity in class.

Disadvantages: Requires careful planning and can be 7. Collaborative Learning Strategies

time-consuming.
Best for: All age groups, with a particular emphasis on
Example: Students working on a project to design a Middle School, High School, and College students (ages
sustainable city, incorporating concepts from science, 12-22)
math, and social studies.
Collaborative Learning Strategies are teaching models
5. Social Emotional Learning that emphasize the power of collective intelligence. In this
approach, students work together in groups, leveraging
Best for: All age groups, with a particular emphasis on each member’s strengths and knowledge. It’s rooted in
Elementary and Middle School students (ages 6-14) the belief that collaborative processes can lead to deeper
Social Emotional Learning (SEL) focuses on teaching understanding and more meaningful learning
students about emotions, relationships, and responsible experiences than individual efforts alone.
decision-making. It’s not just a teaching style but a
holistic approach that integrates emotional and social Advantage: Fosters teamwork, enhances
competencies into the curriculum. communication skills, and exposes students to diverse
perspectives.
Advantage: Enhances emotional intelligence, improves
interpersonal skills, and fosters a positive classroom Disadvantages: Can be challenging to manage, and
environment. individual assessment might be tricky.

Disadvantages: Can be challenging to integrate into Example: Students working in groups to create a
academic subjects and requires consistent practice. presentation on a specific topic, dividing tasks and
combining their research.
Example: Classroom activities that involve role-playing
to understand and manage emotions or group 8. Inquiry-Based Learning
discussions about empathy and understanding.
Best for: Middle School, High School, and College
6. Flipped Classroom Model students (ages 12-22)

Best for: High School and College students (ages 15-22) Inquiry-Based Learning is a teaching method that places
students at the heart of the learning process. Instead of
The Flipped Classroom Model is a modern teaching being passive recipients of information, students are
method where traditional homework and lectures are encouraged to ask questions, investigate, and explore
reversed. Students first explore new topics at home topics in depth. This method transforms classrooms into
through videos or readings, and then classroom time is hubs of curiosity and active learning, where students
dedicated to discussions, exercises, and projects that drive the educational journey.
enhance understanding.
Advantage: Encourages critical thinking, fosters
Advantage: Maximizes classroom interaction, caters to curiosity, and promotes independent research skills.
self-paced learning, and allows for deeper exploration of
topics during class time. Disadvantages: Might require more preparation time
and can be challenging to guide without leading.
Disadvantages: Relies heavily on students’ discipline to
study at home and requires access to technology. Example: Instead of directly teaching a scientific concept,
posing a question like “Why do apples fall from trees?”
and guiding students to discover the concept of gravity.

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9. Problem-based Learning of just listening or watching, kinesthetic learners benefit

from doing, moving, and touching.
Best for: High School and College students (ages 15-22)
Problem-based Learning is one of the teaching model Advantage: Engages active learners, enhances
that centers around presenting students with real-world retention for those who learn best through movement,
problems and challenging them to find solutions. Instead and can make abstract concepts more tangible.
of traditional instruction, students use critical thinking,
collaboration, and research skills to address complex Disadvantages: Can be disruptive in traditional
issues, making learning more relevant and applicable. classroom settings and might not cater to all learners.

Advantage: Enhances problem-solving skills, makes Example: Teaching geometry concepts using
learning relevant, and fosters collaboration. physical shapes that students can manipulate and
explore.
Disadvantages: Requires well-defined problems and
can be time-consuming. 12. Competency-based Learning

Example: Presenting students with a real-world

environmental issue and asking them to devise
sustainable solutions.

10. Personalized Learning

Best for: All age groups, but especially beneficial for

Elementary and Middle School students (ages 6-14)
Personalized Learning is one of the different teaching
method that tailors the educational experience to meet
the unique needs, interests, and strengths of each
student. Instead of a one-size-fits-all approach, content, Best for: High School, College students, and Adult
pace, and learning methods are adapted for individual learners (ages 15 and above)
learners.
Competency-based Learning focuses on ensuring
Advantage: Addresses individual learning needs, students achieve specific skills or competencies at their
promotes student autonomy, and can lead to deeper own pace. Instead of time-based progression, students
understanding. move forward when they demonstrate mastery of a
particular skill or topic.
Disadvantages: Requires extensive resources and can
be challenging to implement in larger classrooms. Advantage: Ensures deep understanding, allows
students to progress at their own pace, and focuses on
Example: Using adaptive learning software that adjusts mastery over time spent.
the difficulty level based on a student’s performance.
Discover the power of personalized learning. Tailor the Disadvantages: Requires clear competency definitions
educational journey to each student’s needs and watch and can be challenging to assess.
their understanding deepen.
Example: A course where students progress to the next
11. Kinesthetic Learning module only after passing a competency test on the
current module.
Best for: Elementary and Middle School students (ages
6-14), but can benefit learners of all ages. Conclusion
Kinesthetic Learning is among the teaching method
examples that cater to learners who understand and In the ever-evolving landscape of education, it’s
retain information best through physical activities. Instead imperative for educators to stay updated with diverse
teaching methods that cater to all learners. From game-

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based learning to specialized techniques for students usually college-aged or older, making sure they are in
with special needs, embracing a multifaceted approach charge of their own development.
ensures every student’s potential is realized. As we
journey forward, let’s champion inclusivity, innovation, According to the U.S. Department of Education (2018),
and individuality in our classrooms, crafting a brighter, adult learners are aged 25 and older. They make up 40%
more inclusive future for all learners. of the student population, and the figure is expected to
Embrace the teaching methods of tomorrow and ensure rise over the next decades.
your students aren’t left behind.
Three major characteristics comprise the definition of
B. Andragogy (Method and Practice of Teaching adult learning: learner-centeredness, self-directed
Adult Learners) learning, and a humanist philosophy. Learner
centeredness is the principle that refers to how the
Adult Learning Theory in 2024: Methods and Techniques learner’s needs and wants are central to the process of
of Teaching Adults teaching, while self-directed learning touches on the
responsibility and involvement of learners in their
Developing effective, engaging learning programs for education (“Invariable structure," 2001).
adult learners is a challenge for many educational
institutions and organizations. For one, adult learners For its part, humanistic adult education philosophy is
don’t have the freedom to fully devote their time to anchored on personal development as the key to
education. Adult learners may also face challenges such continued education. It facilitates learning by promising
as financial constraints, which hinder them from fully learners of personal growth and development as a
engaging in the learning experience. These crucial learning outcome. In other words, the humanistic
differences are thoroughly explored in adult learning approach to adult learning refers to how learners assume
theory. the responsibility to learn (“Adult Education Practiced,"
2002).
By understanding adult learning theory, professionals
involved in corporate learning and postsecondary
education can learn more about the factors that motivate
adults to pursue further education. As a result, teachers
and trainers can create more meaningful and useful
programs for adult learners.

Adult learning strategies and theories take into account

the distinct principles that have proven effective in
steering adult learners to expand what they know,
enhance their problem-solving skills, achieve their goals,
and find their meaningful places in their respective
societies (Kim, 2020). Adult Learning Theories: A Brief History

This article sheds light on what is adult education and Early studies about adult learning began in the mid-
why it is being practiced by many institutions today. It 1960s when educators began exploring different theories,
also explores the essential principles and assumptions of models, and frameworks that explain how adult learners
adult learning methodologies and how these impact both can be distinguished from children. These studies
educational and corporate organizations, as well as spawned many theoretical approaches to learning, giving
education practitioners. rise to adult learning as a separate entity that differs from
childhood education.
What is adult learning?
In the early decades of the century, behavioral
Adult learning refers to the education and training psychologists conducted the earliest research in adult
pursued by mature learners. It is the process by which learning. Early studies defined learning as a behavioral
adults gain knowledge, competence, and skills, whether response triggered by the learner’s interaction with the
formally or informally. It emphasizes learning that is environment (“What is the behavioral," 2020). Although
relevant to immediate application and the learners, these principles are still present today in training
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programs and evidence-based practices in the corporate, learn becomes oriented toward the skills necessary for
military, instructional technology, and medical and health these roles. Whether they’re an employee, parent,
arenas, the humanistic perspective on learning resulted spouse, or citizen, a large part of their readiness to learn
in adult education becoming a recognized field of practice. is directed toward these roles.
By the mid-20th century, three major adult learning
techniques or theories have emerged: andragogy, self- 4. Orientation of learning
directed learning, and transformative learning. These
methodologies are firmly lodged in the humanistic For children, the application of a subject is postponed in
approach to learning, which emphasizes personal growth later life, and their orientation of learning is usually
and development as the key focus of education. subject-centered. The things they learn at school are not
normally applied to real-life problems, and they must wait
Andragogy until they’re older and encounter a need for the skills and
knowledge they acquired.
Developed in 1968 by Malcolm Knowles, andragogy is a This is in contrast to Knowles’ adult learning theory,
term that refers to the concept of adult learning and how where the application of learning becomes immediate
it differs from children’s education. Knowles defines and more problem-centered as the learner matures.
andragogy as “the art and science of teaching adults." When adults encounter issues and complications, they
According to Knowles, andragogy, also known as adult immediately apply their knowledge to solve those
learning, is premised on five key assumptions: self- problems.
concept, adult learner experience, readiness to learn,
orientation of learning, and motivation to learn. 5. Motivation to learn
Knowles believed that these are the five pillars of adult
learning, and each must be taken into account for The last assumption in Knowles’ adult learning theory
shaping adult education programs accordingly. Today, relates to motivation. According to Knowles, adults are
the education programs for adult training are still built motivated to learn internally (Knowles et al., 2012). Their
around andragogy—instead of education being teacher- desire for career growth and professional development
centric, much of the curriculum’s focus is given to drives their motivation to pursue education.
students and their learning needs.

1. Self-concept

As people grow older, they become more independent

and turn to a more self-directed learning approach.
Unlike children who are dependent on others for learning
and understanding, adults have more control and
responsibility over their personal education and
progression.

2. Adult learner experience

Over time, adults gain innumerable experiences that Self-Directed Learning

deepen their resources for learning, placing them in a
position where they can use their experiences as a useful When individuals pursue education to gain a new skill or
tool in self-education. Based on this assumption, adult learn certain information, they often seek the help of a
education programs must usually center around professional instructor who can supervise the entire
experimental tasks and open discussions based on what learning process. However, another alternative for
learners already know. learners is to assume the primary responsibility for
initiating, planning, and conducting the learning project.
3. Readiness to learn Such behavior is referred to as self-education, self-
instruction, or self-directed learning.
The third element in Knowles’ adult learning theory is the Knowles defined self-directed learning as “a process in
learner’s readiness to learn. As mature learners take on which individuals take the initiative, with or without the
various roles in society, their readiness or motivation to help of others, in diagnosing their learning needs,
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formulating learning goals, identifying human and of the U.S. culture as they learn the new language (King,
material resources for learning, choosing and 2000).
implementing appropriate learning strategies, and
evaluating learning outcomes." (Knowles, 1975, p. 18) There are a number of reasons why adults pursue
additional learning. In one survey conducted by the Pew
In essence, self-directed learning is an informal learning Research Center, 80% of personal learners revealed that
process that takes place outside the traditional classroom they pursued learning programs for personal interests
setting. In this approach, the learner decides about the because they wanted to broaden their viewpoints and
method, content, resources, and evaluation of learning make life more interesting (“Americans," 2020).
programs. By determining their needs, setting goals, and Mezirow (1991) believed that “disorienting dilemmas"
seeking resources, learners assume full responsibility for often changes an individual’s view of the world. As a
the learning process (“Adult Learning Theories," 2011). result, they are forced to reconsider their principles and
Knowles (1975) cites three reasons why adult learners seek knowledge to fit their newfound beliefs and
turn to self-directed learning. First, individuals who take experiences into the rest of their worldview.
the initiative in learning can learn more and better things Transformative learning theory touches on two basic
compared to learners whose education is forced upon kinds of learning: instrumental and communicative.
them. Another reason is that self-directed learning is a Instrumental learning includes task-oriented problem-
natural process that takes place in an individual’s solving, as well as the determination of cause-and-effect
psychological development. Lastly, developments in the relationships. Meanwhile, communicative learning
education sector put a heavier emphasis on independent emphasizes how learners communicate the needs,
learning processes. feelings, and desires (“Transformative learning," 2018).

Training managers, instructional designers, and HR Applying Adult Learning Theory to Corporate
professionals use the self-directed learning approach Learning
to facilitate a robust and sustainable learning
culture across various industries. With the younger Learning doesn’t stop at school and university premises.
population dominating today’s workforce, the concept of Even after pursuing high-paying degrees, many adults
self-directed learning is increasingly becoming more opt to continue to seek further education to gain more
popular. In fact, a survey conducted by Censuswide advanced knowledge and develop valuable skills that can
(“2019 Workplace Learning Report," 2019) reveals that help them improve their career prospects. For adults,
Gen Z and Millennials show more favor toward self- continuing knowledge and education is based on the idea
directed and independent learning compared to their Gen that they can immediately apply the information they
X and Boomer counterparts. have learned to real-life situations.
Learners Who Prefer Self-Directed and Independent Thus, educators and learning professionals seeking to
Learning By​ GenerationSource: Censuswide foster effective training programs for mature learners
(2019)Gen ZMillenialGen XBoomer01020304050 should consider adult learning theories as the focus of
their learning models. Since adult learning is
Transformative Learning fundamentally based on self-directed and independent
learning, it is essential for training courses to incorporate
Originally developed by Jack Mezirow, an American autonomy, collaboration, enablement, and self-direction
sociologist, transformative learning theory refers to how in their design (“Adult learning theory," 2020).
learning changes how individuals think about themselves
and their surroundings. He describes it as “learning that Autonomy
transforms problematic frames of reference to make them
[learners] more inclusive, discriminating, reflective, open, An effective corporate training program should function a
and emotionally able to change" (Mezirow, 1991). lot like a workshop and less like a droning lecture inside a
Transformative learning challenges students’ underlying classroom. Compared to younger learners, adults have a
assumptions and opinions about the world. In doing so, broader reservoir of experiences, and they are more
learners become more encouraged to apply critical capable of giving richer meanings to the new ideas and
thinking when forming their beliefs and judgment. For skills that they acquire during learning programs
instance, English language learners often experience an (“Application of Adult Learning," n.d.).
improved opinion of themselves and a shift in their view
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Thus, ample time should be allotted to allow adult Hence, when designing courses, it pays to provide
learners to absorb information and examine and discuss adequate information about the advantages of the course.
it with one another. Training leaders should serve as This enables learners to explore the benefits that they will
facilitators and conduct the program with one-third being gain from the program.
part lecture while the rest is active.
How can technology enhance adult learning
Collaboration experiences?

Before designing training courses, it is essential to Technology plays a significant role in shaping modern
collaborate with learners and identify their learning needs. adult learning, offering opportunities for personalized,
Adults often need a reason to learn before deciding to flexible, and interactive education. Incorporating
participate in learning programs, and they like to be technology into adult learning enhances the learning
involved in every stage of the learning process. experience, making it more accessible and engaging for
This is why corporate training programs should be based adult learners.
on the valid needs of employees, and lectures and  Flexibility and accessibility: Online platforms
activities should be centered around real work and mobile applications allow learners to access
experiences. In one study conducted by the Association learning materials anytime, anywhere,
for Talent Development (Gutierrez, n.d.), 38% of accommodating busy schedules and making
managers reveal that their learning programs are education accessible for those balancing work
meeting the needs of their employees. and family life.
During learning, adults like to experience a sense of  Interactive learning environments: Virtual
participation throughout the process. Hence, encouraging simulations, gamified content, and multimedia
them in collaboration, asking their opinions, and opening resources create engaging learning experiences,
discussions between learners and instructors will create encouraging active participation and enhancing
a climate that supports a conducive learning environment. retention.
 Personalized learning paths: Adaptive
Enablement and Self-Direction learning systems can tailor content to individual
needs, ensuring that learners receive materials
Adult learners have a deeper need to be self-directing. suited to their pace, preferences, and knowledge
They prefer to have independence and control over their gaps.
life decisions. When it comes to learning, it is important  Collaboration and communication: Digital
for them to be able to choose where and when they tools, such as discussion boards, video
would like to complete mandatory learning programs. conferencing, and instant messaging, foster
With the help of elearning modules, they can accomplish collaboration among learners and instructors,
this feat, making it incredibly easy for them to study at supporting peer learning and networking.
their own pace.  Real-time feedback and
Learning management systems allows adult learners to assessment: Learning management systems
experience a more self-directed and independent (LMS) can provide instant feedback and track
learning environment. This also provides them with a progress, allowing learners to evaluate their
variety of training and learning opportunities, allowing performance and make adjustments in real time.
them to assume full responsibility for their learning plans.  Cost-effective solutions: Many technology-
driven learning platforms offer affordable or free
Learning Benefits educational resources, reducing financial barriers
and democratizing access to quality education.
Adults spend a considerable amount of time and energy
weighing the costs and benefits of a learning program. Understanding Adult Learning Theories
While younger learners accept the fact that the
knowledge they are acquiring today will not be The art of teaching adults requires a deeper
immediately applied to real-life scenarios, this is not the understanding of why and how adults learn. This is where
case for adult learners. the study of adult learning methods proves essential—by
Before actively engaging in the learning process, adults knowing the motivation behind adult learning, facilitators
need an important reason for continuing education, as
well as an accessible and convenient mode of learning.
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and professional instructors can come up with more

effective practices and learning models for adult students. C. Teaching-Learnig Models for Adults
The truth is that adults experience more difficulties when
it comes to learning a new skill, trade, or even a TEACHING AND LEARNING IN ADULTHOOD
language. Over the years, educational researchers have
explored many different principles to find out what drives Learning Objectives
adults to pursue additional learning. The methods of
teaching adults learners answer this very question. [1]Compare and contrast the principles of major theories of
Specifically, they shine a light on learners’ eagerness to learning and cognition and how they relate to adult learners.
study relevant material and their motivation for personal
and professional growth. [2]Explain the development of cognitive processes
throughout adulthood.
These theories build a solid foundation that instructors
and learning professionals can take advantage of. Tying [3]Provide a rationale for instructional strategies based on
together these principles of adult learning with the nuts specific cognitive and/or learning principles.
and bolts of corporate training should bring countless
benefits to industries across various sectors. A related Key Takeaways
program to adult learning worth considering would
be sociology degrees or psychology degrees. Some of the previous understandings of learning has been
debunked.
Key Insights
Additional theories have been added throughout the years
 Understanding Adult Learning: Adult learning due to technology.
refers to the education and training pursued by
mature learners, emphasizing learner- Neuroscience and learning theory have evolved
centeredness, self-directed learning, and a exponentially since the invention of the MRI.
humanist philosophy focused on personal
development. Popular Myths about Learning
 Major Theories: The three major adult learning
theories are andragogy, self-directed learning, According to Ulrich Boser, there are some
and transformative learning. These theories misconceptions about learning (that we may believe) that
focus on adult learners' unique characteristics, research and studies have been proven not only
motivations, and methods of engaging in the inaccurate, but harmful to learning (Vozza, 2017).
learning process.
 Andragogy Principles: Malcolm Knowles' Myth 1 – We have a set of learning styles commonly
theory of andragogy highlights five key known as visual, auditory, and kinesthetic learning. Better
assumptions: self-concept, adult learner put – we have a preferred way of learning but we can
experience, readiness to learn, orientation of learn in any of the ways depending on subject matter.
learning, and motivation to learn. Example: a kinesthetic learner cannot learn to sing a
 Self-Directed Learning: This approach allows song by doing; learning would be auditory.
learners to take responsibility for their education,
deciding on methods, content, resources, and Myth 2 – Rereading material is a good way to
evaluation of their learning. learn. While 80% of those surveyed in Boser’s study
 Transformative Learning: This theory focuses believed it was a highly effective tool in learning,
on changing how individuals think about research shows that quizzing yourself is a much better
themselves and their surroundings, encouraging way to retain material. The repetitive nature of quizzing
critical thinking and a shift in worldview. yourself fosters retention of content.
 Application in Corporate Learning: Effective
corporate training programs for adults should Myth 3 – Focus on one subject at a time to learn
incorporate autonomy, collaboration, enablement, best. Studies show, however, that interdisciplinary
and self-direction, making the learning process studies produce better understanding. Hyper-focusing on
more relevant and immediately applicable. one subject can become overwhelming and tedious.
Switching between subjects gives the brain time to
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absorb the information and reflect. This is not to be database), is focused on connecting specialized
confused with multitasking. Sometimes taking a break information sets, and the connections that enable us to
and returning refreshed is the best way to learn. learn more are more important than our current state of
knowing. Connectivism is driven by the understanding
Myth 4 – Your first answer is often the right that decisions are based on rapidly altering foundations.
answer. Although we tend to believe this, taking a New information is continually being acquired. The ability
moment to consider the answer is a better approach. As to draw distinctions between important and unimportant
noted in myth three, the brain needs time to absorb information is vital. The ability to recognize when new
information, reflect, and associate. information alters the landscape based on decisions
made yesterday is also critical.” – Siemens
Myth 5 – The more hours you devote to learning
something, the better your understanding will Siemen’s Principles of connectivism:
be. Actually, just because someone puts several hours
into writing a research paper, this does not make them an o Learning and knowledge rests in diversity of opinions.
expert on writing any more than a person who put very o Learning is a process of connecting specialized nodes
little time into writing. In fact, it can often be more or information sources.
beneficial to spend less time with more focused feedback o Learning may reside in non-human appliances.
and input. o Capacity to know more is more critical than what is
currently known
New Approaches to Adult Learning o Nurturing and maintaining connections facilitates
continual learning.
There are several expansions in adult learning theory o Ability to see connections between fields, ideas, and
that go beyond Andragogy and look to the future of adult concepts is a core skill.
education. Understanding the simple fact that adults o Currency (accurate, up-to-date knowledge) is the intent
learn through experiences, exposure, connectivity, and of all connectivist learning activities.
engagement with peers provide an overview of adult o Decision-making is, in itself, a learning process.
learning. Choosing what to learn (and the meaning of incoming
information) is decided through the lens of a shifting
Connectivism reality. While there is a right answer now, it may be
wrong one tomorrow due to alterations in the information
climate affecting the decision.
o
o Neuroscience
o

Photo by rawpixel on Unsplash

Learning through connections in networks of people

(constituents, peers, social groups) and/or things
(internet, social media)

Theory promoted by Stephen Downes and George

Siemens that explains the rapidly changing digital world
and the complex learning experiences associated with it. Photo by jesse orrico on Unsplash

“Connectivism is the integration of principles  Neuroscience is how the brain learns: By

explored by chaos, network, and complexity and self- connecting what it already knows, looking for patterns,
elements – not entirely under the control of the individual. emotions, and experiences. This explains why repetition
Learning (defined as actionable knowledge) can reside is crucial to learning. There has been an abundance of
outside of ourselves (within an organization or a
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research to demonstrate how brains learn and how  Spiritual learning (not necessarily religion)
neuroplasticity plays a role in adult learning. involves learning from a spiritual experience (a birth,
death, music, nature, meditation) that can be used to
Transformative (Ah-ha moments) construct knowledge.

 People construct knowledge through past experiences.
Experiences can be from images, songs, stories, rituals,
or other experiences that help integrate knowledge in
new ways. (Tisdell, 2009, p. 457).
 Tisdell (2009) states, “Thus, attending to spirituality in
adult learning involves making space for its expression,
attending to paradox, sacredness, and the graced
moments in teaching and learning that lead to
unexpected insights” p. 457.

Embodied
Photo by Max Felner on Unsplash

Learning through a change of perspective through critical

reflection of beliefs and assumptions.

Transformative learning supplements regular learning

(such as acquiring facts or learning a new skill) (Brock,
Florescu, & Teran, 2012).

Examples

A mother originally thinks that Facebook is appropriate

for her eleven year old son. The mother then spends a Photo by Lacie Slezak on Unsplash

good amount of time on Facebook where she posts her
political positions and gets intense reactions from her  Embodied learning is an awareness of bodily
experiences as sources of knowledge.
friends and family. These reactions become increasingly
 We learn in many ways. Our brain makes sense of
hostile, often resulting in her being blocked by others or
by her blocking her friends/family. The mother has experiences. Because our brain is part of our body, we
cannot rule out the fact that our bodies play a large role
increased stress due to the overall situation. How might
in our learning.
the mother’s beliefs transformed? She once thought her

eleven year old could handle Facebook, but now finds
 Traditional learning in the classroom is restrictive to
Facebook troubling. She has transformed her opinion of
learning with the whole body. The need to learn through
her son having his own Facebook page.
all senses is a large part of how we learn in a holistic
Spiritual manner.

 Experiencing events out of our comfort zone (like taking
risks, and facing challenges) is important to growth. It is
also important to understand our bodies’ reaction to
these types of experiences.

Photo by William Farlow on Unsplash

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Narrative Learning In a post-industrialized world, we find a need for a new

way of teaching and learning. The 21st century has
shown that the United States is falling behind in
innovation and STEM disciplines.
Grant Lichtman discusses, in his TEDx Talk, about how
to create great educational opportunities and how to
break down the barriers that are preventing teachers
from being empowered to teach students to be “self-
evolving learners”?

Blooms Taxonomy, Constructivism, and Skills for the

21st Century

Photo by Lonely Planet on Unsplash Blooms Taxonomy has long been used to describe and
organize thinking behaviors that are considered important
 Narrative learning gives meaning to learning to learning outcomes. Describing differing levels of
through experience. complexity, Benjamin Bloom organized learning into six
 Sharing stories has been a custom of an infinite major categories, from the simplest behavior to the most
amount of generations. People learn from the sharing of complex. At the more basic end of the spectrum is
stories. knowledge, with the most complex demonstration of
 According to Clark and Rossiter (2009), narrative learning being described as evaluation.
learning is a two-fold concept:
o Learning comes through from story telling & The 6 levels including sample outcome verbs are listed
o is the learning process is conceptualized. below:
 Knowledge (Recall data or information) e.g.:
Learners engage on a human level: defines, describes, identifies, knows, labels, lists,
 by hearing stories that appeal to our imagination and matches, names, outlines, recalls, recognizes,
emotions, reproduces, selects, states.
 telling stories and understanding one’s own learning  Comprehension (Understand the meaning) e.g.:
and experience, and comprehends, converts, defends, distinguishes,
 recognizing stories and beginning to understand estimates, explains, extends, generalizes, gives an
their position to create room for critique. example, infers, interprets, paraphrases, predicts,
 Clark and Rossiter (2009) state, “Learning rewrites, summarizes, translates.
something means working to create a coherent  Application (Use a concept in a new situation )
narrative of new ideas and concepts”. e.g.: applies, changes, computes, constructs,
 Narrative learning is an ongoing process where we demonstrates, discovers, manipulates, modifies,
identify what we don’t yet understand and we operates, predicts, prepares, produces, relates, shows,
recognize gaps or things we still do not understand. solves, uses.
 Analysis (Separate material or concepts into
21st Century Learning component parts so that its organizational structure may
be understood. Distinguishes between facts and
inferences) e.g.:
 Synthesis (Put parts together to form a whole,
with emphasis on creating a new meaning or structure)
e.g.: categorizes, combines, compiles, composes,
creates, devises, designs, explains, generates, modifies,
organizes, plans, rearranges, reconstructs, relates,
reorganizes, revises, rewrites, summarizes, tells, writes
 Evaluation (Make judgments about the value of
ideas or materials. ) e.g.: appraises, compares,
concludes, contrasts, criticizes, critiques, defends,
Photo by Jonathan Francisca on Unsplash

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describes, discriminates, evaluates, explains, interprets,

justifies, relates, summarizes, supports
Technology and the New Bloom’s Taxonomy for the 21st
Century Learner Connectivism, Technology, and Validity
The wide spread adoption of technology has led a group
of cognitive psychologists, including Lorin Anderson (a Think about how knowledge was held and transmitted
former student of Bloom), to modernize Bloom’s original centuries ago. Back in the early days of higher education,
taxonomy/hierarchy. Reflective of the new core the exchange of knowledge was done by an “expert” to a
competencies associated with the integration of “pupil” and disseminated through lectures, texts, and
technology into the classroom and workplace, the ancient scrolls. Now travel through time to today, where
updated taxonomy places creating at the highest level of you will find adult learning being done digitally through
cognitive skill. shared thoughts and experiences. Everyone now has a
platform to contribute to: the World Wide Web, Social
The following diagrams compare Bloom’s original Media, Wikipedia, Blogs, and on and on. There are
taxonomy with Anderson’s revised taxonomy conflicting viewpoints and perspectives on every
(Blue/Original – Yellow/Revised): topic. Does that make one perspective more valid than
another? Fake news? OR Do all perspectives have some
validity that you may not have otherwise explored?

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