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Week 2 Adult Learning

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Week 2 Adult Learning

Podcast transkrip

Uploaded by

kisman safei
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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ADULT LEARNING

TRAINING AND HUMAN RESOURCES DEVELOPMENT

Week 2

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Learning
Learning is a change in individuals, due to
the interaction of the individuals and
their environment, which fills a need and
makes them more capable in dealing
adequately with their environment

(Beebe, Motter, & Roach, 2004)

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EDWARD L. THORNDIKE

Thorndike theory of learning is called as “ Connectionism”


or
“S-R Bond Theory” or “S-R Psychology of learning”

Learning is process of creating stimulus response connec


tion

This theory also called as “Trial and error”

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ADULT LEARNING
LAWS OF LEARNING
Three primary laws of Edward Thorndike
(1932)
• Readiness
• If physically ready, the connection is satisfying for the organism
• Exercise
• Practice strengthens the connection, disuse weakens it
• Effect
• Strength of connection is dependent on what follows

Additional laws:
• Primacy
• Recency
• Intensity
• Freedom
• Requirement
ADDITIONAL LAW
Primacy
Edward L. Strong impression
Thorndike Recency
The latest, discuss it

Intensity
Strong to be learned

Freedom
Enjoy the moment

Requirement
we must have something to obtain or do something
HOW ADULT LEARNING

Malcolm Interactive
Knowles

Task-oriented Real world

Engaged Experiential
learning
ADULT LEARNING
Three principles in
Engagement
- Small group
adult learning
- Simulation
- Discussion
- Active learning
experience

Experience
- Examine the experience
ADULT
- Apply the knowledge

Feedback
- Opportunity to train
- Coaching
ADULT LEARNING
ANDRAGOGY

Malcolm Shepherd Knowles


(1913)
Knowles, Malcolm Shepherd, Elwood F. Holton, and Richard A. Swanson. The Adult Learner: The Definitive Classic in
Adult Education and Human Resource Development. 6th ed. Burlington, MA: Elsevier, 2005
THE PRINCIPLE OF ANDRAGOGY
READINESS TO
NEED TO KNOW
LEARN
Adults need to know why they Adults become ready to
need to learn something learn when they need to
know or do something in
their life
LEARNER’S SELF
CONCEPT ORIENTATION TO
Adult learners expect to LEARNING
be responsible for their Adult learners are life-centered
(or task- or problem-centered)
own decisions.
rather than subject-centered
ROLE OF LEARNERS’
EXPERIENCES MOTIVATION
What adult learners know and Internal motivators are
have done already impacts more effective than exte
how they learn rnal ones.
MOTIVATION

v Intrinsic motivation create autonomy in learni


ng
PEDAGOGY
vs
ANDRAGOGY
ADULT LEARNING

ANDRAGOGY VS. PEDAGOGY

The learner

Role of the
Motivation for learners'
learning experience

Orientation to Readiness to
learning learn
ANDRAGOGY VS. PEDAGOGY
The learner

Pedagogical Andragogical

• The learner is dependent upon • The learner is self-directed


the instructor for all learning • The learner is responsible for
• The instructor assumes full his/her own learning
responsibility for what is • Self-evaluation is characteristic
taught and how it is learned of this approach
• The instructor evaluates
learning
ANDRAGOGY VS. PEDAGOGY
Role of the learners’ experiences

Pedagogical Andragogical

• The learner comes to the activity • The learner brings a greater


with little experience that could volume and quality of experience
be tapped as a resource for • Adults are a rich resource for one
learning another
• The experience of the instructor • Different experiences assure
is most influential diversity in groups of adults
• Experience becomes the source
of self identify
ANDRAGOGY VS. PEDAGOGY
Readiness to learn

Pedagogical Andragogical

• Students are told what they have • Any change is likely to trigger a
to learn in order to advance to readiness to learn
the next level of mastery • The need to know in order to
perform more effectively in some
aspect of one’s life is important
• Ability to assess gaps between
where one is now and where one
wants and need to be
ANDRAGOGY VS. PEDAGOGY
Orientation to learning

Pedagogical Andragogical

• Learning is a process of • Learners want to perform a


acquiring prescribed subject task, solve a problem, live in a
matter more satisfying way
• Content units are sequenced • Learning must have relevance
according to the logic of the to real-life tasks
subject matter • Learning is organized around
life/work situations rather
than subject matter units
ANDRAGOGY VS. PEDAGOGY
Motivation to learning

Pedagogic Andragogic

• Primarily motivated by • Internal motivators:


external pressures, self-esteem,
competition for grades, recognition, better
and the consequences quality of life, self-
of failure confidence, self-
actualization
EXPERIENTIAL LEARNING
Founder of Experience Based Learning
System (EBLS)
Professor of Organizational Behavior in
Weatherhead School of Management,
Case Western Reserve School University
Cleveland, Ohio

DAVID A KOLB (1939)


KOLB’S LEARNING STYLE
Distinctive about adult learning
MOTIVATION & IMPLEMENTATION COGNITIVE
- Self-motivated - Embedded Logic
- Direct application - Dialectical Thinking
- Epistemic Cognition
- Transformational
Learning
EXPERIENCE
- Critical Reflection
- Experience
acknowledment
- Connect METHOD
Self-directed learnin
g with collective lear
ning

(Source: Stephen Brookfield, 2000)


COGNITION
EMBEDDED LOGIC
Contextually based reasoning grounded in an analysis of
the concerns, imperatives and particulars of a situation –
placing bets, making change

CRITICAL REFLECTION
DIALECTICAL THINKING
The ability to move back and forth be Reframing meaning schemes and p
tween particularistic & universal mod erspectives to be ever more inclusiv
es of reasoning (virtue of transparenc e and discriminating
y and modeling)

TRANSFORMATIVE LEARNING
EPISTEMIC COGNITION
The self-conscious awareness of how we learn, Intentional scrutiny of power and hegemo
how we come to know what we know, and the g nic assumptions (ideology)
rounds for truth that we accept as valid (when t
o trust instincts, what cues to take seriously)
Modeling critical thinking and critical reflection

Thinking out loud

Talking practice

Journaling and public airing

Instruction
Assumption analysis
Devil’s advocate
Questions unanswered
Group participation
HOW ADULT VIEW THEIR TEACHER

CREDIBILITY AUTHENTICITY
• Expertise
• Congruence
• Experience
• Full disclosure
• Rationale
• Responsiveness
• Conviction
• Personhood
• Caring
• Error
(Sumber: Stephen Brookfield, 1990)
BUILDING COMMITMENT TO LEARN

Variation

Research Prise

STUDY

Failure Proof
Former
Resisters Simulation
Modelling
Discussion (15 minutes)
1. When have you been treated as an adult in learning situation?
2. What (if anything) makes how you learn as an adult different from how you learned
as a child or adolescent?
3. What are the strongest emotions or feelings you’ve experienced as a learner at
(….somewhere) and what prompted these?
4. What would you like your trainees to say about our practice when they were out of
your earshot?
5. Why do you resist learning?
6. When are your trainees justified in resisting the learning you are urging on them?
7. What’s the best response that you’ve made, or seen others make, to resistance of
learning?
Thank you

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