adult learner sixth edition - ugcascru.org
TRANSCRIPT
The Adult Learner: The Definitive Classic in Adult Education and
Human Resource Development The Adult AdultMaking
ofAdultAndragogyModernAdult Learner 5thed. Learneran AdultLearnerin
ActionPracticeLearner (Knowles, 4thed.Educator3rded.(Knowles,of
Adult2nded. Holton & (Knowles,
(Knowles,(Knowles,1984)Education(Knowles, Swanson,
1998)1990)1989)1984)2nded.1978)
(Knowles, 1980)
Orientation to YYYYYYY Learning (problem-centered)
Motivation to YYYY learn (internal)
an d
as su
m pt
io n
nu m
be r
1, t
he n
ee d
to k
no w
.
Personal Adult Learning Style Inventory Developed by Dr. Malcom S. Knowles
AAA>BNANBB>ABB
1There are a number of AA>BNANBB>ABFor the most part adults and important differences youths do not differ greatly between youths and in terms of the learning process. adults as learners that can affect the learning process.
2Effective learning/training AA>BNANBB>ABEffective learning/training design is design puts equal weight concerned with content first on content and process plans.and process second.
3Effective facilitators/trainers AA>BNANBB>ABEffective facilitators/trainers show model self-directed learning learners that they, the facilitators/ in their own behavior, both trainers, are content experts, with within and outside the learning the knowledge and skills to be session.“in the driver’s seat.”
4Effective learning/training is AA>BNANBB>ABEffective learning/training rests based on sound methods for on the trainer’s use of standard, involving learners in assessing valid methods for assessing their own learning needs.learners’ needs.
5Client system representativesAA>BNANBB>ABIt is the program developer’s must be involved in the responsibility to provide clients
28 4
6Program administrators must AA>BNANBB>ABProgram administrators must have plan, work and share full responsibility and be held decision-making with clientaccountable for their plans system members.and decisions.
7The role of the facilitator/AA>BNANBB>ABThe role of the facilitator/ trainer is best seen as that of trainer is to provide the most a facilitator and resource current and accurate information person for self-directed possible for learners. learners.
8Effective learning designs take AA>BNANBB>ABEffective learning designs are those into account individual that apply broadly to most differences among learners.or all learners.
9Effective facilitators/trainers AA>BNANBB>ABEffective facilitators/trainers are able to create a variety concentrate on preparing learning of learning experiences for /training sessions that effectively helping trainees develop convey specific content. self-directed learning skills.
10Successful learning/training AA>BNANBB>ABSuccessful learning/training designs designs incorporate a varietyare grounded in carefully of experiential learning developed formal presentations. methods.
(Continued on next page)
28 5
Personal Adult Learning Style Inventory (Continued) Developed by Dr. Malcom S. Knowles
AAA>BNANBB>ABB
11Client system members should AA>BNANBB>ABLearning/training program developers be involved in developing are responsible for designing and needs assessment instrumentsusing sound needs assessment and procedures that provide instruments and procedures to the data for program planning.generate valid data for program
planning.
12Program administrators must AA>BNANBB>ABProgram administrators must be able involve their clients in to explain clearly to their clients defining, modifying and their financial policies and applying financial policies practices related to learning/ and practices related to training programs. learning/training programs.
13Effective facilitators/trainers AA>BNANBB>ABEffective facilitators/trainers must use must take into account the respected, traditional learning recent research findings theories as they apply to all concerning the unique learners. characteristics of adults as learners.
14Effective learning requires a AA>BNANBB>ABEffective learning depends on physical and psychologicallearners recognizing and relying climate of mutual respect,on the expert knowledge and
28 6
15It is important to help learnersAA>BNANBB>ABLearners should concentrate on the understand the differences content of learning/training between didactic instructionrather than the method or and self-directed learning.methods of instruction.
16Effective facilitators/trainers AA>BNANBB>ABEffective facilitators/trainers are are able to get learners able to get, focus and maintain involved in the learning/the learners’ attention. training.
17Client system representatives AA>BNANBB>ABLearning/training program developers need to be involved in must develop and use on-going revising and adapting needs assessment data, to revise learning/training programs, nd adapt programs to better based on continuing needs a meet client needs. assessment.
18Program administrators must AA>BNANBB>ABProgram administrators must be involve organizational able to explain clearly and decision-makers in convincingly modern approaches interpreting and applying to adult education and learning modern approaches to adult /training to organizational education and learning/training.policy makers.
(Continued on next page)
28 7
Personal Adult Learning Style Inventory (Continued) Developed by Dr. Malcom S. Knowles
AAA>BNANBB>ABB
19Effective learning requires the AA>BNANBB>ABEffective learning requires the facilitator/trainer to assess facilitator/trainer to isolate learners and control the effects that from the possible effects of factors such as groups, outside factors such as groups, organizations and cultures organizations or cultures. have on learners.
20Effective learning/training AA>BNANBB>ABEffective learning/training can take design engages the learners place only after experts have in a responsible self-diagnosisdiagnosed the real learning of their learning needs.needs of learners.
21Effective facilitators/trainers AA>BNANBB>ABEffective facilitators/trainers accept involve learners in planning, responsibility for the planning, implementing and evaluatingimplementation and evaluation of their own learning activities.the learning activities they direct.
22Use of group dynamics AA>BNANBB>ABEffective learning centers on the principles and small group one-to-one relationship between discussion techniques is the facilitator/trainer and critical for effective learning.the learner.
23Program developers must help AA>BNANBB>ABEffective program planning is the design and use program result of the program developer’s planning mechanisms suchefforts to interpret and to use as client system advisory the client system data they collect.
28 8
24Program administrators must AA>BNANBB>ABProgram administrators must collaborate with take the initiative to experiment organizational members to with program innovations and experiment with program assess their outcomes and innovations, jointly assessingeffectiveness. outcomes and effectiveness.
25In preparing a learning/AA>BNANBB>ABIn preparing a learning/training training activity, the activity, the facilitator/trainer facilitator/trainer should should rely on certain basic review those theories of assumptions about the learning learning relevant for process that have been proven particular adult learning to be generally true. situations.
26Effective learning/trainingAA>BNANBB>ABEffective learning/training requires engages learners in that the facilitator/trainer clearly formulating objectives thatdefine the goals that learners are are meaningful to them.expected to attain.
27Effective facilitators/trainers AA>BNANBB>ABEffective facilitators/trainers start by begin the learning process making a careful diagnosis of by engaging adult learners participant learning needs. in self-diagnosis of their own learning needs.
(Continued on next page)
28 9
Personal Adult Learning Style Inventory (Continued) Developed by Dr. Malcom S. Knowles
AAA>BNANBB>ABB
28Learners must be involved in AA>BNANBB>ABFacilitators/trainers are responsible planning and developing for planning and developing evaluation instruments andevaluation instruments and procedures and in carrying procedures and for carrying out the evaluation of learning out evaluation of learning processes and outcomes.processes and outcomes.
29Program developers must AA>BNANBB>ABProgram developers are responsible involve client system members for designing and implementing in designing and using learningsound evaluation plans. /training program evaluation plans.
30Program administrators must AA>BNANBB>ABProgram administrators are work with organizational responsible for making and members and decision makers presenting to organizational to analyze and interpret authorities analyses of legislation affecting organi-legislation that affects zational learning/training organizational learning/ programs.training programs.
29 0
P E
R S
O N
A L
A D
U L
T L
E A
R N
IN G
S T
Y L
E IN
V E
N T
O R
Y 29
(Knowles, 1980)
Orientation to YYYYYYY Learning (problem-centered)
Motivation to YYYY learn (internal)
an d
as su
m pt
io n
nu m
be r
1, t
he n
ee d
to k
no w
.
Personal Adult Learning Style Inventory Developed by Dr. Malcom S. Knowles
AAA>BNANBB>ABB
1There are a number of AA>BNANBB>ABFor the most part adults and important differences youths do not differ greatly between youths and in terms of the learning process. adults as learners that can affect the learning process.
2Effective learning/training AA>BNANBB>ABEffective learning/training design is design puts equal weight concerned with content first on content and process plans.and process second.
3Effective facilitators/trainers AA>BNANBB>ABEffective facilitators/trainers show model self-directed learning learners that they, the facilitators/ in their own behavior, both trainers, are content experts, with within and outside the learning the knowledge and skills to be session.“in the driver’s seat.”
4Effective learning/training is AA>BNANBB>ABEffective learning/training rests based on sound methods for on the trainer’s use of standard, involving learners in assessing valid methods for assessing their own learning needs.learners’ needs.
5Client system representativesAA>BNANBB>ABIt is the program developer’s must be involved in the responsibility to provide clients
28 4
6Program administrators must AA>BNANBB>ABProgram administrators must have plan, work and share full responsibility and be held decision-making with clientaccountable for their plans system members.and decisions.
7The role of the facilitator/AA>BNANBB>ABThe role of the facilitator/ trainer is best seen as that of trainer is to provide the most a facilitator and resource current and accurate information person for self-directed possible for learners. learners.
8Effective learning designs take AA>BNANBB>ABEffective learning designs are those into account individual that apply broadly to most differences among learners.or all learners.
9Effective facilitators/trainers AA>BNANBB>ABEffective facilitators/trainers are able to create a variety concentrate on preparing learning of learning experiences for /training sessions that effectively helping trainees develop convey specific content. self-directed learning skills.
10Successful learning/training AA>BNANBB>ABSuccessful learning/training designs designs incorporate a varietyare grounded in carefully of experiential learning developed formal presentations. methods.
(Continued on next page)
28 5
Personal Adult Learning Style Inventory (Continued) Developed by Dr. Malcom S. Knowles
AAA>BNANBB>ABB
11Client system members should AA>BNANBB>ABLearning/training program developers be involved in developing are responsible for designing and needs assessment instrumentsusing sound needs assessment and procedures that provide instruments and procedures to the data for program planning.generate valid data for program
planning.
12Program administrators must AA>BNANBB>ABProgram administrators must be able involve their clients in to explain clearly to their clients defining, modifying and their financial policies and applying financial policies practices related to learning/ and practices related to training programs. learning/training programs.
13Effective facilitators/trainers AA>BNANBB>ABEffective facilitators/trainers must use must take into account the respected, traditional learning recent research findings theories as they apply to all concerning the unique learners. characteristics of adults as learners.
14Effective learning requires a AA>BNANBB>ABEffective learning depends on physical and psychologicallearners recognizing and relying climate of mutual respect,on the expert knowledge and
28 6
15It is important to help learnersAA>BNANBB>ABLearners should concentrate on the understand the differences content of learning/training between didactic instructionrather than the method or and self-directed learning.methods of instruction.
16Effective facilitators/trainers AA>BNANBB>ABEffective facilitators/trainers are are able to get learners able to get, focus and maintain involved in the learning/the learners’ attention. training.
17Client system representatives AA>BNANBB>ABLearning/training program developers need to be involved in must develop and use on-going revising and adapting needs assessment data, to revise learning/training programs, nd adapt programs to better based on continuing needs a meet client needs. assessment.
18Program administrators must AA>BNANBB>ABProgram administrators must be involve organizational able to explain clearly and decision-makers in convincingly modern approaches interpreting and applying to adult education and learning modern approaches to adult /training to organizational education and learning/training.policy makers.
(Continued on next page)
28 7
Personal Adult Learning Style Inventory (Continued) Developed by Dr. Malcom S. Knowles
AAA>BNANBB>ABB
19Effective learning requires the AA>BNANBB>ABEffective learning requires the facilitator/trainer to assess facilitator/trainer to isolate learners and control the effects that from the possible effects of factors such as groups, outside factors such as groups, organizations and cultures organizations or cultures. have on learners.
20Effective learning/training AA>BNANBB>ABEffective learning/training can take design engages the learners place only after experts have in a responsible self-diagnosisdiagnosed the real learning of their learning needs.needs of learners.
21Effective facilitators/trainers AA>BNANBB>ABEffective facilitators/trainers accept involve learners in planning, responsibility for the planning, implementing and evaluatingimplementation and evaluation of their own learning activities.the learning activities they direct.
22Use of group dynamics AA>BNANBB>ABEffective learning centers on the principles and small group one-to-one relationship between discussion techniques is the facilitator/trainer and critical for effective learning.the learner.
23Program developers must help AA>BNANBB>ABEffective program planning is the design and use program result of the program developer’s planning mechanisms suchefforts to interpret and to use as client system advisory the client system data they collect.
28 8
24Program administrators must AA>BNANBB>ABProgram administrators must collaborate with take the initiative to experiment organizational members to with program innovations and experiment with program assess their outcomes and innovations, jointly assessingeffectiveness. outcomes and effectiveness.
25In preparing a learning/AA>BNANBB>ABIn preparing a learning/training training activity, the activity, the facilitator/trainer facilitator/trainer should should rely on certain basic review those theories of assumptions about the learning learning relevant for process that have been proven particular adult learning to be generally true. situations.
26Effective learning/trainingAA>BNANBB>ABEffective learning/training requires engages learners in that the facilitator/trainer clearly formulating objectives thatdefine the goals that learners are are meaningful to them.expected to attain.
27Effective facilitators/trainers AA>BNANBB>ABEffective facilitators/trainers start by begin the learning process making a careful diagnosis of by engaging adult learners participant learning needs. in self-diagnosis of their own learning needs.
(Continued on next page)
28 9
Personal Adult Learning Style Inventory (Continued) Developed by Dr. Malcom S. Knowles
AAA>BNANBB>ABB
28Learners must be involved in AA>BNANBB>ABFacilitators/trainers are responsible planning and developing for planning and developing evaluation instruments andevaluation instruments and procedures and in carrying procedures and for carrying out the evaluation of learning out evaluation of learning processes and outcomes.processes and outcomes.
29Program developers must AA>BNANBB>ABProgram developers are responsible involve client system members for designing and implementing in designing and using learningsound evaluation plans. /training program evaluation plans.
30Program administrators must AA>BNANBB>ABProgram administrators are work with organizational responsible for making and members and decision makers presenting to organizational to analyze and interpret authorities analyses of legislation affecting organi-legislation that affects zational learning/training organizational learning/ programs.training programs.
29 0
P E
R S
O N
A L
A D
U L
T L
E A
R N
IN G
S T
Y L
E IN
V E
N T
O R
Y 29