the adult learner: chapter outlines and main points

IntroductionIntroduction

ObjectivesObjectives

Explain plan for the book, Adult Explain plan for the book, Adult LearnersLearners

Names goals and purposes for learningNames goals and purposes for learning

Name individual and situational Name individual and situational differencesdifferences

Recognize Andragogy, Core Adult Recognize Andragogy, Core Adult Learning PrinciplesLearning Principles

Plan for the Book, Adult LearnersPlan for the Book, Adult Learners

Roots of andragogy (Chapters 2–5)Roots of andragogy (Chapters 2–5)

- Core principles of adult learning, - Core principles of adult learning,

andragogyandragogy

- Tracing the development of the - Tracing the development of the theorytheory

- Unique characteristics of adult - Unique characteristics of adult learnerslearners


Advances in adult learning (Chapters 6-9)Advances in adult learning (Chapters 6-9)

- Adult learning, practice with HRD- Adult learning, practice with HRD

- New thinking about andragogy- New thinking about andragogy

- New advancements of adult learning- New advancements of adult learning

- How andragogy is applied in practice- How andragogy is applied in practice


Practices in adult learning (Chapter 10-17)Practices in adult learning (Chapter 10-17)

- Specific aspects of andragogy in practice- Specific aspects of andragogy in practice

- Strategies to implement the core - Strategies to implement the core

assumptionsassumptions

- Tailor learning to individual differences- Tailor learning to individual differences

- Implement adult learning in organizations- Implement adult learning in organizations

Goals and Purposes for LearningGoals and Purposes for Learning

Societal growthSocietal growth

Individual growthIndividual growth

Institutional growthInstitutional growth

Individual and Situational Individual and Situational Differences Differences

Situational differencesSituational differences

Individual learners differencesIndividual learners differences

Subject matter differencesSubject matter differences

Andragogy: Core Adult Learning Andragogy: Core Adult Learning PrinciplesPrinciples

Learners need to knowLearners need to know

- Why- Why

- What- What

- How- How

Self Concept of the learnerSelf Concept of the learner

- Autonomous- Autonomous

- Self-directing- Self-directing


Prior experience of the learnerPrior experience of the learner

- Resources- Resources

- Mental model- Mental model

Readiness to learnReadiness to learn

- Life related- Life related

- Developmental task- Developmental task


Orientation to learningOrientation to learning

- Problem centered- Problem centered

- Contextual- Contextual

Motivation to learnMotivation to learn

- Intrinsic value- Intrinsic value

- Personal payoff- Personal payoff

SummarySummary

Plan for the book, Adult LearnersPlan for the book, Adult Learners

Goals and purposes for learningGoals and purposes for learning

Individual and situational differencesIndividual and situational differences

Andragogy, Core Adult Learning PrinciplesAndragogy, Core Adult Learning Principles

Exploring the World of Exploring the World of Learning TheoryLearning Theory

OBJECTIVESOBJECTIVES

Explain the concept of theory.Explain the concept of theory.Discuss the difference between the Discuss the difference between the concepts of learning and education.concepts of learning and education.Explain that learning comes through Explain that learning comes through change and/or growth.change and/or growth.Explain the elements of humanistic Explain the elements of humanistic psychology.psychology.Explain the concept of the independent Explain the concept of the independent learner.learner.Identify Gagne’s five domains of learning. Identify Gagne’s five domains of learning.

What is a theory?What is a theory?Webster’s Dictionary- 5 definitionsWebster’s Dictionary- 5 definitions

KiddKidd

Hilgard and Bower Hilgard and Bower

McGregorMcGregor

Gagne’Gagne’

TorracoTorraco

Knowles Knowles

A Theory is a A Theory is a comprehensive, comprehensive, coherent, and coherent, and

internally consistent internally consistent system of ideas system of ideas about a set of about a set of phenomena.phenomena.

Education vs. LearningEducation vs. Learning

Aren’t they the same thing?Aren’t they the same thing?

How do they Differ, Compare?How do they Differ, Compare?

Why do we need to know?Why do we need to know?

EducationEducationAn activity undertaken by one or more agents that is designed to effect changes in the knowledge, skills, and attitudes of individuals, groups, or communities.

LearningLearning

The act or process by The act or process by which behavioral which behavioral

change, knowledge, change, knowledge, skills, and attitudes are skills, and attitudes are

acquired.acquired.

Behavioral Change vs. GrowthBehavioral Change vs. Growth

Behavior is a Behavior is a modification modification

where where performance is performance is

changed, shaped changed, shaped or controlled.or controlled.

Growth is a Growth is a development of development of competencies competencies

towards towards performance.performance.

Humanistic psychologyHumanistic psychology

Personal involvement- the whole personPersonal involvement- the whole personSelf-initiation- comprehending come from Self-initiation- comprehending come from withinwithinPervasiveness- make a difference in the Pervasiveness- make a difference in the learnerlearnerEvaluation- meets learner personal needsEvaluation- meets learner personal needsIts essence of meaning- `whole Its essence of meaning- `whole experienceexperience

SummarySummary

Why study learning

What is a Theory

Education vs. Learning

Definitions

Behavioral Change vs. Growth

Humanistic Psychology

Theories of LearningTheories of Learning


Explain the difference: propounders and Explain the difference: propounders and interpretersinterpreters

Discuss the types of learning theoriesDiscuss the types of learning theories

Explain the concept of part and whole Explain the concept of part and whole models of developmentmodels of development

Discuss theories based on an elemental Discuss theories based on an elemental modelmodel

Discuss theories based on a holistic modelDiscuss theories based on a holistic model

Difference BetweenDifference BetweenPropoundersPropounders

andandInterpretersInterpreters

Propounders tend to be single-mindedPropounders tend to be single-minded

Interpreters tend to be reconciliatory Interpreters tend to be reconciliatory

Major Types of TheoriesMajor Types of Theories

Behaviorist/ConnectionistBehaviorist/Connectionist

Cognitive/GestaltCognitive/Gestalt

Part and Whole Models ofPart and Whole Models ofDevelopmentDevelopment

Elemental Models - represent the Elemental Models - represent the universe as a machine composed of universe as a machine composed of discrete pieces operating in a spatio-discrete pieces operating in a spatio-temporal field: reactive and adaptive temporal field: reactive and adaptive models of man.models of man.Holistic Models - represent the universe Holistic Models - represent the universe as a unitary, interactive, developing as a unitary, interactive, developing organism: active ad adaptive models of organism: active ad adaptive models of man.man.

Theories based on an Theories based on an Elemental ModelElemental Model

Thorndike's 3 LawsThorndike's 3 Laws–Law of readinessLaw of readiness

–Law of exerciseLaw of exercise

–Law of effectLaw of effect

Theories based on an Theories based on an Elemental ModelElemental Model

Pavlov’s conceptsPavlov’s concepts– reinforcementreinforcement– extinctionextinction– generalizationgeneralization– differentiationdifferentiation

Theories Based on a Holistic Theories Based on a Holistic Model.Model.

FunctionalistFunctionalist– Is tolerant but criticalIs tolerant but critical– Prefers continuities over Prefers continuities over

discontinuities or typologies.discontinuities or typologies.– Is an experimentalist.Is an experimentalist.– Is biased towards associationism Is biased towards associationism

and environmentalism.and environmentalism.


Learners organize their Learners organize their perceptual field according to four perceptual field according to four laws.laws.

– Law of proximityLaw of proximity– Law of similarity and familiarityLaw of similarity and familiarity– Law of closureLaw of closure– Law of continuationLaw of continuation


Gestalt psychology belongs to Gestalt psychology belongs to the family of field theoriesthe family of field theories

– Field theories propose the total Field theories propose the total pattern of forces, stimuli, or pattern of forces, stimuli, or events determine learning.events determine learning.

SummarySummary

Propounders are single-minded Propounders are single-minded Interpreters are reconciliatoryInterpreters are reconciliatoryThe major types of learning theory areThe major types of learning theory are– Behaviorist / ConnectionistBehaviorist / Connectionist– Cognitive / GestaltCognitive / Gestalt

Elemental models represent the universe Elemental models represent the universe as a machineas a machineHolistic models represent the universe as Holistic models represent the universe as an organisman organism

A Theory of Adult Learning:A Theory of Adult Learning:

AndragogyAndragogy

Great Teachers of Ancient Great Teachers of Ancient TimesTimes

Confucius and Lao Tse of ChinaConfucius and Lao Tse of China

Hebrew prophetsHebrew prophets

Jesus in Biblical timesJesus in Biblical times

AristotleAristotle

SocratesSocrates

Plato in ancient GreecePlato in ancient Greece

Cicero, Evelid, and Quintillian in ancient RomeCicero, Evelid, and Quintillian in ancient Rome

Streams of InquiryStreams of Inquiry

Scientific StreamScientific Stream–Thorndike in his Adult Learning Thorndike in his Adult Learning

publication in 1928publication in 1928

Artistic or intuitive/reflective streamArtistic or intuitive/reflective stream–Edward Linderman in his The Edward Linderman in his The

Meaning of Adult Education Meaning of Adult Education publication in 1926publication in 1926

Lindeman’s Key AssumptionsLindeman’s Key Assumptions

Adults are motivated to learn as they experience needs & interests that learning will satisfy.Adults’ orientation to learning is life-centered.Experience in the richest source for adults’ learning.Adults have a deep need to be self-directing.Individual differences among people increase with age

Carl RogersCarl Rogers

Conceptualized a student-centered Conceptualized a student-centered approach to education based on five basic approach to education based on five basic

hypotheseshypotheses

1. The need to know1. The need to know

2. The learner’s self-concept2. The learner’s self-concept

3. The role of experience3. The role of experience

4. Readiness to learn4. Readiness to learn

5. Orientation to learn5. Orientation to learn

6. Motivation6. Motivation

Clinical PsychologyClinical Psychology

Sigmund FreudSigmund Freud

Carl JungCarl Jung

Erik EriksonErik Erikson

Abraham MaslowAbraham Maslow


Sigmund FreudSigmund Freud

Identified influence of subconscious mind on Identified influence of subconscious mind on behaviorbehavior

Carl JungCarl Jung

Introduced notion the human consciousness Introduced notion the human consciousness possesses four functions:possesses four functions:

SensationSensation

ThoughtThought

EmotionEmotion

intuitionintuition

Erik EriksonErik Erikson

Provided “Eight Ages of Man”Provided “Eight Ages of Man”

Only the last three stages apply to Only the last three stages apply to adultsadults

Adolescence and Young AdultAdolescence and Young Adult

Theories of TeachingTheories of Teaching

ObjectivesObjectivesExplain how the principles of teaching differ from Explain how the principles of teaching differ from theories of learning. theories of learning. Identify the differences Hilgard’s teaching theories.Identify the differences Hilgard’s teaching theories.Identify the concepts derived form learning theories Identify the concepts derived form learning theories about animals and children.about animals and children.Identify guidelines for facilitating learning.Identify guidelines for facilitating learning.Identify the major contributors to adult learner Identify the major contributors to adult learner theories.theories.Identify the concepts of teaching derived from the Identify the concepts of teaching derived from the theories of teaching. theories of teaching. Explain the role of John Dewey.Explain the role of John Dewey.Explain perspective transformation and critical Explain perspective transformation and critical reflectivity.reflectivity.Explain the concepts of the Change Theory. Explain the concepts of the Change Theory.

Principles of Teaching From Principles of Teaching From Theories of LearningTheories of Learning

Theories of learningTheories of learning

Deals with the way in Deals with the way in

which an organism which an organism

learnslearns

Theories of teachingTheories of teaching

Deals with the ways in Deals with the ways in which a person which a person influences an influences an

organism to learnorganism to learn

The way a teacher learnsThe way a teacher learns

Hilgard’sHilgard’s 20 Principles 20 Principles

R esolution/ Accom odation

Drive

M odeling, C ueing, and Shaping

Varied C ontext

R einforcem ent

R epetition

Active

Stimulus-R esponselearner should be. . .

Goal Setting

C ognitive Feedback

C ulturally R elative

Organizations of K nowledge

C onditions of learning

C ognitive T heory

Group Atm osphere

Organization of M otives and Values

Appropriate M otives

Anxiety Level

C ulturally R elative

Post-natal Developm ent

Abilities

M otivation and Personality T heory

Sum m ary of Principles

From Animals and ChildrenFrom Animals and Children

Research on adult Research on adult education/learning education/learning had not been done had not been done until recently.until recently.

Thorndike, Guthrie, Thorndike, Guthrie, Skinner, Hull, Tolman, Skinner, Hull, Tolman, and Gagne were the and Gagne were the major contributors to major contributors to this research.this research.


“…“…one truth about one truth about modern man is that modern man is that

he lives in an he lives in an environment which is environment which is

continually continually changing…”therefore changing…”therefore the aim of education the aim of education

must be the must be the facilitation of learning.facilitation of learning.

Guidelines for the Facilitation of Learning:Guidelines for the Facilitation of Learning:

Setting the mood and climate of the classSetting the mood and climate of the class

Elicit and clarify purposes of the individualsElicit and clarify purposes of the individuals

Relies upon the desire of each student to implement Relies upon the desire of each student to implement that purpose.that purpose.

Wide range of resources available for learningWide range of resources available for learning

Flexible resource for the groupFlexible resource for the group

Accepts both intellectual content and the Accepts both intellectual content and the emotionalized attitudesemotionalized attitudes

The facilitator is also a learnerThe facilitator is also a learner

Takes initiative to share themselves with the groupTakes initiative to share themselves with the group

EmpathyEmpathy

Recognize and accept their own limitationsRecognize and accept their own limitations

Contrasting IdeasContrasting Ideas

MaslowMaslow

BrownBrown

DrewsDrews

WatsonWatson

HouleHoule

ToughTough

Key Concepts of Key Concepts of Dewey’s TeachingDewey’s Teaching

ExperienceExperience

DemocracyDemocracy

ContinuityContinuity

InteractionInteraction

Jerome BrunerJerome Bruner

Criteria for teaching through inquiryCriteria for teaching through inquiry

Predisposition towards learningPredisposition towards learningStructured so that it can be most readily Structured so that it can be most readily graspedgraspedSequence in which to present the Sequence in which to present the materialsmaterialsNature and pacing of rewards and Nature and pacing of rewards and punishmentpunishment

Teaching through modelingTeaching through modeling

Albert Bandura labeled the system social Albert Bandura labeled the system social learninglearning

Teacher behaves in ways that he or she Teacher behaves in ways that he or she wants the learner to imitatewants the learner to imitate

Gage states “Learning through imitation Gage states “Learning through imitation seems to be especially appropriate for seems to be especially appropriate for tasks that have little cognitive structure”tasks that have little cognitive structure”

Perspective Transformation & Perspective Transformation & Critical ReflectivityCritical Reflectivity

MezirowMezirow

Help adult learners Help adult learners transform the transform the way they think way they think

about about themselvesthemselves

BrookfieldBrookfield

Development of Development of competencecompetence

Change TheoryChange TheoryPlanning of changePlanning of change

Choice and use of strategies of changeChoice and use of strategies of change

Organizational developmentOrganizational development

Role of the consultant and change agentRole of the consultant and change agent

Management of conflictManagement of conflict

Intervention theoryIntervention theory

Resistance to changeResistance to change

Human relations trainingHuman relations training

Ethics of change agentryEthics of change agentry

SummarySummaryTheories of learning differ from theories of Theories of learning differ from theories of teachingteaching– Learning theories adopted by the teacher affect the Learning theories adopted by the teacher affect the

teaching theories employedteaching theories employed

Hilgard’s 20 learning principlesHilgard’s 20 learning principles

Dewey was the most influential for the Dewey was the most influential for the theories of teachingtheories of teaching

Teaching through modeling/BanduraTeaching through modeling/Bandura

Perspective transformation/critical Perspective transformation/critical reflectivityreflectivity

Adult Learning Within Human Adult Learning Within Human Resource DevelopmentResource Development

ObjectivesObjectivesExplain Human Resource Development Explain Human Resource Development (HRD) goals(HRD) goals Explain how HRD can improve Explain how HRD can improve performanceperformanceRecognize the relationship between HRD Recognize the relationship between HRD and adult learningand adult learning Explain the premise of individuals Explain the premise of individuals controlling their own controlling their own learninglearning Recognize the four phases of the adult Recognize the four phases of the adult learning planning processlearning planning process

HRD GoalsHRD Goals

Professionals viewProfessionals view

HRD sHRD should focus on increasing

performance requirements through the

development of the organization’s work force

HRD GoalsHRD Goals

Others viewOthers view

HRD should focus on individual HRD should focus on individual

development and personal fulfillment without development and personal fulfillment without

using organizational performance as the using organizational performance as the

measure of worthmeasure of worth

How HRD can improve How HRD can improve performanceperformance

Diagnose performance at different levelsDiagnose performance at different levels

Organizational levelOrganizational level

Process level Process level

Individual level Individual level

How HRD can improve How HRD can improve performanceperformance

Evaluate each level with performance variablesEvaluate each level with performance variables

Mission/Goal Mission/Goal

System design System design

Capacity Capacity Motivation Motivation

Expertise Expertise

Relationship between HRD and Relationship between HRD and Adult LearningAdult Learning Goals Goals

HRDHRD

Organization retains the authority to approve Organization retains the authority to approve

or disapprove learning interventions or disapprove learning interventions

Control is with the organization

Relationship between HRD and Relationship between HRD and adult learningadult learning HRD Goals HRD Goals

Adult learning Adult learning

Learning outcomes and learning process Learning outcomes and learning process

rules and requirements are located in the rules and requirements are located in the

individual individual

Control is with the individual

Premise of individuals Premise of individuals controlling their own learningcontrolling their own learning

Self-concept idea Self-concept idea

Individuals want to have control Individuals want to have control

Better outcomes when learner retains control

Four phases of the adult Four phases of the adult learning plan learning plan

Phase 1 - Need Phase 1 - Need

Determines what learning is needed to achieve Determines what learning is needed to achieve

goals goals

Create a strategy and resources to achieve the

learning goal(s)

Phase 2 - Create

Four phases of the adult Four phases of the adult learning plan continuedlearning plan continued

Phase 3 - Implement Phase 3 - Implement

Implement learning strategy and use the learning Implement learning strategy and use the learning

resources resources

Assess the attainment of the learning goal and the

process of reaching it

Phase 4 - Evaluate

SummarySummary

Different views on HRD goalsDifferent views on HRD goals

3 Levels HRD can improve performance3 Levels HRD can improve performance

Premise of individuals controlling their own Premise of individuals controlling their own learninglearning

Relationship between HRD and adult learning goals Relationship between HRD and adult learning goals

Four phases of the adult learning planFour phases of the adult learning plan

New Perspectives on New Perspectives on AndragogyAndragogy


Explain what learners need to knowExplain what learners need to know

Explain self-directed learningExplain self-directed learning

Name prior experiences of the learnerName prior experiences of the learner

Explain readiness to learnExplain readiness to learn

Compare orientation to learning and Compare orientation to learning and problem solvingproblem solving

Discuss motivation to learnDiscuss motivation to learn

What Learners Need to KnowWhat Learners Need to Know

How learning is conductedHow learning is conducted- - Training fulfillment Training fulfillment

- Post-training organizational - Post-training organizational commitmentcommitment

- Academic self-efficiency- Academic self-efficiency

- Motivation to use the training- Motivation to use the training


What is learnedWhat is learned- - What topics will be covered What topics will be covered

- Choice of topics- Choice of topics

- Trainee involvement in planning about - Trainee involvement in planning about

learninglearning -- High motivation-- High motivation

-- Low motivation-- Low motivation


Why they should learnWhy they should learn- Significant predictors of training- Significant predictors of training

-- Motivation-- Motivation -- Job utility-- Job utility

-- Career utility-- Career utility

- Trainees provide input- Trainees provide input -- Likely to perceive job utility-- Likely to perceive job utility -- Likely to perceive career utility-- Likely to perceive career utility

Self-directed learning (Grow’s Self-directed learning (Grow’s Stages of Learning Theory)Stages of Learning Theory)

Stage 1Stage 1- Student is dependent- Student is dependent

- Teacher is authority and coach- Teacher is authority and coach

- Examples- Examples -- Coaching with feedback and drill-- Coaching with feedback and drill

-- Information lecture-- Information lecture

-- Overcoming deficiencies and resistance-- Overcoming deficiencies and resistance


Stage 2Stage 2- Student is interested- Student is interested

- Teacher is a motivator and guide- Teacher is a motivator and guide

- Examples- Examples -- Inspiring lecture plus guided discussion-- Inspiring lecture plus guided discussion

-- Goal-setting and learning strategies-- Goal-setting and learning strategies


Stage 3Stage 3- Student is involved- Student is involved

- Teacher is facilitator- Teacher is facilitator

- Examples- Examples -- Teacher participates as equal-- Teacher participates as equal

-- Seminar-- Seminar

-- Group projects-- Group projects


Stage 4Stage 4- Student is self-directed- Student is self-directed

- Teacher is consultant and delagator- Teacher is consultant and delagator

- Examples- Examples -- Internship-- Internship

-- Dissertation-- Dissertation

-- Individual work or self-directed study group-- Individual work or self-directed study group

Prior Experiences of the LearnerPrior Experiences of the Learner

LoopsLoops- “Single-loop” learning- “Single-loop” learning

- “Double-loop” learning- “Double-loop” learning

Knowing-in-actionKnowing-in-action

Reflection-in-actionReflection-in-action


Predominant model of human memoryPredominant model of human memory

- - SensorySensory -- What information to process-- What information to process

-- Information that is already stored-- Information that is already stored

- - Short-termShort-term


Long-termLong-term

- Some info selected and some excluded- Some info selected and some excluded

- Underlying meanings -vs- verbatim - Underlying meanings -vs- verbatim

inputinput

- Existing knowledge about the world- Existing knowledge about the world

- Existing knowledge added to new - Existing knowledge added to new

informationinformation


- Constructivist instructional principles- Constructivist instructional principles -- Anchor learning to a large task or -- Anchor learning to a large task or

problem problem -- Support the learner in developing -- Support the learner in developing

ownership of problemownership of problem -- Design an authentic task-- Design an authentic task -- Design the task and learning -- Design the task and learning

environmentenvironment


-- Give learner ownership of the process-- Give learner ownership of the process

-- Design learning to support and -- Design learning to support and

challenge learner’s thinkingchallenge learner’s thinking

-- Encourage testing ideas-- Encourage testing ideas

-- Provide opportunity for and support -- Provide opportunity for and support

reflectionreflection

Readiness to LearnReadiness to Learn

DirectionDirection

- Learners need for assistance from other - Learners need for assistance from other

personspersons

- A function of an adults competence in the - A function of an adults competence in the

subject mattersubject matter

Readiness to LearnReadiness to Learn

SupportSupport- Affective encouragement the learner - Affective encouragement the learner

needs from others needs from others - Product of two factors- Product of two factors -- Learners commitment to the learning -- Learners commitment to the learning processprocess

-- Learners confidence about their -- Learners confidence about their learning abilitylearning ability

Orientation to Learning and Orientation to Learning and Problem SolvingProblem Solving

Concrete experienceConcrete experience

- Simulation- Simulation

- Case study- Case study

- Field trip- Field trip

- Real experience- Real experience

- Demonstrations- Demonstrations


Observations and reflectionsObservations and reflections

- Discussion- Discussion

- Small groups- Small groups

- Buzz groups- Buzz groups

- Designated observers- Designated observers


Formation of abstract concepts in new Formation of abstract concepts in new situationssituations- Sharing content- Sharing contentTesting implications of new concepts in Testing implications of new concepts in new situationsnew situations- Laboratory experiences- Laboratory experiences- On-the-job experience- On-the-job experience- Internships- Internships- Practice Sessions- Practice Sessions

Motivation to LearnMotivation to Learn

Wlodowski – The sum of four factorsWlodowski – The sum of four factors

- Success- Success

- Volition- Volition

- Value- Value

- Enjoyment- Enjoyment


Vroom – Expectancy theory posits – The Vroom – Expectancy theory posits – The sum of three factorssum of three factors

- Valence- Valence

- Instrumentality- Instrumentality

- Expectancy- Expectancy


Characteristics and skills of motivating Characteristics and skills of motivating instructorsinstructors

- Expertise- Expertise

- Empathy- Empathy

- Enthusiasm- Enthusiasm

- Clarity- Clarity

SummarySummary

What learners need to knowWhat learners need to know

Self-directed learningSelf-directed learning

Prior experiences of the learnerPrior experiences of the learner

Readiness to learnReadiness to learn

Orientation to learning and problem Orientation to learning and problem solvingsolving

Motivation to learnMotivation to learn

Beyond AndragogyBeyond Andragogy


Recognize different perspectives of psychology, Recognize different perspectives of psychology, development perspectives, and life-span development perspectives, and life-span development that enhance core learning development that enhance core learning principles of andragogy. principles of andragogy. Recognize that by broadening learning Recognize that by broadening learning capabilities, learners can more readily adapt to capabilities, learners can more readily adapt to a wide range of learning situations. a wide range of learning situations. Recognize adult development theories and how Recognize adult development theories and how they relate to the development of adult they relate to the development of adult curriculum. curriculum. Identify how life-span development theories Identify how life-span development theories clarify and refine adult learning principles.clarify and refine adult learning principles.

Individual Learner Differences Individual Learner Differences

CognitiveCognitive

PersonalityPersonality

Prior KnowledgePrior Knowledge

Individual Learner DifferencesIndividual Learner Differences(Cognitive)(Cognitive)

Fluid and Crystallized intelligenceFluid and Crystallized intelligence

Guilford’s propose three-factor structure of Guilford’s propose three-factor structure of intellect (intellectual abilities, intellect, and intellect (intellectual abilities, intellect, and Intelligence)Intelligence)

Sternberg’s theory of intelligenceSternberg’s theory of intelligence

Cognitive controlsCognitive controls

Cognitive styles Cognitive styles

Learning how to learn Learning how to learn

Kinds of learning (Gibbons 1990)Kinds of learning (Gibbons 1990)

(natural, formal, personal)(natural, formal, personal)

Aspects of learning (Gibbons 1990)Aspects of learning (Gibbons 1990)

(reason, emotion, action)(reason, emotion, action)

Domains of learning (Gibbons 1990)Domains of learning (Gibbons 1990)

(technical, social, developmental)(technical, social, developmental)

Components of effective learning (Smith 1982)Components of effective learning (Smith 1982)

(needs, learning style, training)(needs, learning style, training)

Developmental perspectives on Developmental perspectives on adult learning adult learning

Development theoriesDevelopment theories

Life-spanLife-span

Cognitive development Cognitive development

Physical changePhysical change

Development theory impactDevelopment theory impact

Inextricably intertwined with adult developmentInextricably intertwined with adult development

Occurs along multiple paths and dimensionsOccurs along multiple paths and dimensions

Will vary primarily with stages of cognitive Will vary primarily with stages of cognitive developmentdevelopment

Motivation/readiness varies according to stage Motivation/readiness varies according to stage of life-span of life-span

Educators must tailor training to fit Educators must tailor training to fit developmental stagedevelopmental stage

SummarySummary

Individual differences can be classified into Individual differences can be classified into broad categories. broad categories.

Instructors can help students learn how to Instructors can help students learn how to learnlearn

Individual learning needs and abilities Individual learning needs and abilities change with agechange with age

Instructors should use these theories as Instructors should use these theories as needed to develop better curriculumneeded to develop better curriculum

Andragogy in PracticeAndragogy in Practice


Recognize the value of adult learners.Recognize the value of adult learners.

Identify the three rings of andragogy Identify the three rings of andragogy in practice.in practice.

Recognize the flexibility of Recognize the flexibility of andragogy. andragogy.

Value of adult learners Value of adult learners

Complexity of workComplexity of work

Information technologyInformation technology

Job specializationJob specialization

Value of their brainValue of their brain

Human longevityHuman longevity

Health careHealth care

Andragogy in practice Andragogy in practice (Knowles, Holton, and Swason, 1998)

Goals and Purposes for Learning

Individual and SituationalDifferences

ANDRAGOGY:Core Adult Learning Principles

1. Learner’s need to Know- why- what- how

2. Self-Concept of the Learner-autonomous- self-directing

3. Prior Experience of the Learner- resource- mental models

4. Readiness to learn- life related- developmental task

5. Orientation to Learning- problem centered- contextual

6. Motivation to Learn- intrinsic value- personal payoff

Insti

tutio

nal G

rowt

h

Subje

ct M

atte

r Diffe

renc

es

Individual Growth

Individual Learner Differences

Situational Differences

Societal Growth

Flexibility of AndragogyFlexibility of Andragogy

Can be adapted in whole or in partCan be adapted in whole or in part

Not an ideology that must be applied Not an ideology that must be applied totally or without modificationtotally or without modification

Essential feature of androgogy is flexibilityEssential feature of androgogy is flexibility

SummarySummary

Value of adult learnersValue of adult learners

Three rings of andragogy in practiceThree rings of andragogy in practice

Flexibility of andragogyFlexibility of andragogy

Whole – Part – WholeWhole – Part – WholeLearning ModelsLearning Models


Explain Whole-Part-Whole (WPW) Explain Whole-Part-Whole (WPW) Learning ModelsLearning Models

Explain WPW model overviewExplain WPW model overview

Describe First Whole of a WPW modelDescribe First Whole of a WPW model

Describe Second Whole of a WPW modelDescribe Second Whole of a WPW model

Explain the role of the parts component of Explain the role of the parts component of a WPW model a WPW model

WPW Learning ModelsWPW Learning Models

Separate into to campsSeparate into to camps– behaviorist/connectionist campbehaviorist/connectionist camp– gestalt/cognitive campgestalt/cognitive camp

Acknowledge the value of each campAcknowledge the value of each camp

WPW Model OverviewWPW Model Overview

WPW learning models go beyond holistic WPW learning models go beyond holistic behavioristic, whole – part, and part – behavioristic, whole – part, and part – whole learning models.whole learning models.First part is an introduction to the new First part is an introduction to the new material.material.Supports the part (s) aspect of the modelSupports the part (s) aspect of the modelAfter the learner masters the individual After the learner masters the individual parts, the instructor ties it all together to parts, the instructor ties it all together to form the second whole.form the second whole.

First whole of WPWFirst whole of WPW


– provide a mental scaffolding for the new provide a mental scaffolding for the new informationinformation

– provide motivation to learnerprovide motivation to learner


Advance OrganizersAdvance Organizers– technique for making material valuable to technique for making material valuable to

the learner thus improving retention and the learner thus improving retention and retrievalretrieval

– understand difference in individualsunderstand difference in individuals– creating a framework for the learner at the creating a framework for the learner at the

beginningbeginning– proper organizing of knowledge in the proper organizing of knowledge in the

beginning stages.beginning stages.


Motivating the learnerMotivating the learner– learning occurs as a result of change in cognitive learning occurs as a result of change in cognitive

structures produced by changes in two types of structures produced by changes in two types of forcesforces

change in the cognitive structure itselfchange in the cognitive structure itself

change in the internal needs or motivation of the change in the internal needs or motivation of the

individualindividual

– human behavior is goal orientedhuman behavior is goal oriented– capitalize on students existing desire to learncapitalize on students existing desire to learn– clearly stated goals at the beginningclearly stated goals at the beginning

Second whole of WPWSecond whole of WPW

considered the major componentconsidered the major componentlinks the individual parts back togetherlinks the individual parts back togetheronly traces of the parts remain upon only traces of the parts remain upon completion of instructioncompletion of instructionthe instructor must aid the students with the the instructor must aid the students with the strengthening of the traces by forming the strengthening of the traces by forming the instructional whole.instructional whole.the parts of instruction take on new meaning the parts of instruction take on new meaning within the whole.within the whole.repetitive practice of the whole.repetitive practice of the whole.practice creates automatcism in the learner.practice creates automatcism in the learner.

Role of the “parts” component of Role of the “parts” component of WPWWPW

relies on the standard systematic and relies on the standard systematic and behavioristic approach to instructionbehavioristic approach to instruction

learner must achieve complete mastery learner must achieve complete mastery of each part in order for the second part of each part in order for the second part to be effective.to be effective.

each part needs to be structured in a each part needs to be structured in a WPW fashionWPW fashion

SummarySummary

WPW learning models go beyond WPW learning models go beyond holistic behavioristic, whole – part, holistic behavioristic, whole – part, and part – whole learning models.and part – whole learning models.The first part of the WPW is the The first part of the WPW is the frameworkframeworkThe second part is considered the The second part is considered the major componentmajor componentThe each part of the parts component The each part of the parts component must be mastered before moving onmust be mastered before moving on

From Teacher to Facilitator From Teacher to Facilitator of Learningof Learning


Explain the roles of a teacherExplain the roles of a teacher

Explain the roles of a facilitator Explain the roles of a facilitator of learning of learning

Roles of a teacherRoles of a teacher

Transmit prescribed content

Control the way student receive and use the

content

Test to see if they have received it

Roles of a facilitator of learningRoles of a facilitator of learning

Process manager Process manager

(Secondarily) Content resource (Secondarily) Content resource

SummarySummary

Roles of a teacher Roles of a teacher

Roles of a facilitator of learningRoles of a facilitator of learning

Making Things Happen by Making Things Happen by Releasing the Energy of OthersReleasing the Energy of Others


Name the behavioral Name the behavioral characteristics of creative leaderscharacteristics of creative leaders

Describe assumptions about Describe assumptions about human nature for Theory “X” and human nature for Theory “X” and Theory “Y”Theory “Y”

Know the characteristics of Static Know the characteristics of Static and Innovative Organizationsand Innovative Organizations

Behavioral Characteristics of Behavioral Characteristics of Creative LeadersCreative Leaders

Make positive assumptions about human Make positive assumptions about human naturenature

Accept as a law of human nature, people Accept as a law of human nature, people feel commitment to decisions they have feel commitment to decisions they have participated inparticipated in

Use the power of self-fulfilling prophesyUse the power of self-fulfilling prophesy

Hold high value for individualityHold high value for individuality

Behavioral Characteristics of Behavioral Characteristics of Creative Leaders (cont.)Creative Leaders (cont.)

Stimulate and reward creativityStimulate and reward creativity

Committed to continuing change and Committed to continuing change and diligent with managing the changediligent with managing the change

Emphasize internal motivators over Emphasize internal motivators over external motivatorsexternal motivators

Encourage people to be self-directedEncourage people to be self-directed

Assumptions Implicit in Current Assumptions Implicit in Current Education and About Human Education and About Human

Nature for Theory “X”.Nature for Theory “X”.Theory X assumptions implicit in current Theory X assumptions implicit in current educationeducation

– Students cannot be trusted to pursue their own Students cannot be trusted to pursue their own learninglearning

– Presentation equals learningPresentation equals learning– Accumulate brick upon brick of factual knowledgeAccumulate brick upon brick of factual knowledge– Truth is knownTruth is known– Creative citizens are bred from passive learnersCreative citizens are bred from passive learners– Evaluation is educationEvaluation is education– Education is evaluationEducation is evaluation

Assumptions Implicit in Current Assumptions Implicit in Current Education and About Human Education and About Human

Nature for Theory “X”Nature for Theory “X”Theory X assumptions about human Theory X assumptions about human naturenature

– Humans dislike work and will avoid itHumans dislike work and will avoid it– Humans must be coerced and threatened to Humans must be coerced and threatened to

performperform– Humans prefer being directedHumans prefer being directed– Wish to avoid responsibilityWish to avoid responsibility– Have little ambitionHave little ambition– Wants security above all Wants security above all

Assumptions Relevant to Significant Assumptions Relevant to Significant Experiential Learning and About Experiential Learning and About

Human Nature for Theory “Y”Human Nature for Theory “Y”Theory Y assumptions relevant to Theory Y assumptions relevant to significant experiential learning significant experiential learning

– Human have a natural potentiality for learningHuman have a natural potentiality for learning– Significant learning takes place when the Significant learning takes place when the

subject matter is perceived by the student as subject matter is perceived by the student as relevant to his own purposesrelevant to his own purposes

– Significant learning is acquired through doingSignificant learning is acquired through doing

Assumptions Relevant to Significant Assumptions Relevant to Significant Experiential Learning and About Experiential Learning and About Human Nature for Theory “Y” Human Nature for Theory “Y”

Learning is facilitated by the student’s Learning is facilitated by the student’s participation in the learning processparticipation in the learning processSelf-initiated learning is the most pervasive Self-initiated learning is the most pervasive and lastingand lastingCreativity in learning is best facilitated when Creativity in learning is best facilitated when self-criticism and self-evaluation are primaryself-criticism and self-evaluation are primaryThe process of learning is the most socially The process of learning is the most socially useful thinguseful thing

Assumptions Relevant to Significant Assumptions Relevant to Significant Experiential Learning and About Experiential Learning and About

Human Nature for Theory “Y”Human Nature for Theory “Y”Theory Y assumptions about human nature Theory Y assumptions about human nature

– The expenditure of physical and mental effort is as The expenditure of physical and mental effort is as natural as play or restnatural as play or rest

– External control and threat of punishment are not External control and threat of punishment are not the only means for productionthe only means for production

– Humans will exercise self-direction and self-control Humans will exercise self-direction and self-control in the service of objectives for which they are in the service of objectives for which they are committedcommitted

Assumptions Relevant to Assumptions Relevant to Significant Experiential Learning Significant Experiential Learning

and About Human Nature for and About Human Nature for Theory “Y”Theory “Y”

Theory Y assumptions about human nature Theory Y assumptions about human nature (cont.)(cont.)

– Commitment to objectives is a function of the Commitment to objectives is a function of the rewards associated with their achievementrewards associated with their achievement

– Humans learn to, not only accept, but seek Humans learn to, not only accept, but seek responsibilityresponsibility

– A high capacity for imagination, ingenuity, and A high capacity for imagination, ingenuity, and creativity in solving organizational problems is creativity in solving organizational problems is widely distributed in the populationwidely distributed in the population

The Characteristics of Static and The Characteristics of Static and Innovative OrganizationsInnovative Organizations

Static organizationsStatic organizations– Rigid structureRigid structure– Cold, suspicious atmosphereCold, suspicious atmosphere– Management’s function is to control personnelManagement’s function is to control personnel– Low risk takingLow risk taking– Decision-making takes place primarily at the topDecision-making takes place primarily at the top– Clear distinction between policy-making and policy-Clear distinction between policy-making and policy-

executionexecution– Downward information flowDownward information flow

The Characteristics of Static and The Characteristics of Static and Innovative OrganizationsInnovative Organizations

Innovative organizationsInnovative organizations– Flexible structureFlexible structure– Warm, trusting atmosphereWarm, trusting atmosphere– Management’s function is to release the energy of Management’s function is to release the energy of

the employeesthe employees– High risk takingHigh risk taking– Decision-making is relative to allDecision-making is relative to all– Collaborative policy-making and policy-executionCollaborative policy-making and policy-execution– Multidirectional information flowMultidirectional information flow

SummarySummary

Creative leaders are positive about peopleCreative leaders are positive about people

Theory “X” type leaders are cynical and Theory “X” type leaders are cynical and suspicious of employeessuspicious of employees

Theory “Y” type leaders view employees Theory “Y” type leaders view employees for what they are: peoplefor what they are: people

Static organizations have difficulty growing Static organizations have difficulty growing and adaptingand adapting

Innovative organizations are postured for Innovative organizations are postured for growth and adaptationgrowth and adaptation

Some Guidelines for the Use Some Guidelines for the Use of Learning Contractsof Learning Contracts


Explain why we use learning Explain why we use learning contracts contracts

Recognize how to develop a Recognize how to develop a learning contract learning contract

Why we use learning contractsWhy we use learning contracts

Makes planning of learning experience a mutual undertaking between a learner and teacher

How to develop a learning How to develop a learning contract contract

Step 1 - Diagnose your learning needsStep 1 - Diagnose your learning needs

Assess the gap between where you are now Assess the gap between where you are now and where you need to beand where you need to be

Step 2 - Specify your learning objectivesStep 2 - Specify your learning objectives

Translate your needs into a learning objective Translate your needs into a learning objective

How to develop a learning How to develop a learning contract continuedcontract continued

Step 3 - Specify learning resources and Step 3 - Specify learning resources and strategies strategies

Describe how you will accomplish each objective Describe how you will accomplish each objective

Step 4 - Specify evidence of accomplishment Step 4 - Specify evidence of accomplishment

Describe what evidence you will collect to indicate Describe what evidence you will collect to indicate

the degree to which you achieved each objective the degree to which you achieved each objective


Step 5 - Describe how evidence will be Step 5 - Describe how evidence will be validated validated

Specify what criteria the evidence will be judged Specify what criteria the evidence will be judged byby

Step 6 - Review you contract with consultants Step 6 - Review you contract with consultants

Review with friends, supervisor, or experts Review with friends, supervisor, or experts


Step 7 - Carry out the contract Step 7 - Carry out the contract

Step 8 - Evaluation of your learningStep 8 - Evaluation of your learning

Ask consultants to examine your evidence Ask consultants to examine your evidence

and validation data for adequacyand validation data for adequacy

SummarySummary

8 steps involved in developing a 8 steps involved in developing a learning contractlearning contract

Why we use learning contractsWhy we use learning contracts

Core Competency Diagnostic Core Competency Diagnostic and Planning Guideand Planning Guide

Self-Diagnostic Rating Scale Self-Diagnostic Rating Scale Competencies for the Role of Adult Competencies for the Role of Adult

Educator/TrainerEducator/Trainer

The self-diagnostic rating scaling is a six The self-diagnostic rating scaling is a six point scale that helps show you where you point scale that helps show you where you are and what performance level you need are and what performance level you need to be at to reach your goal.to be at to reach your goal.

Six point scale of Self DiagnosticSix point scale of Self Diagnostic

Model of the six point scale of Self-Model of the six point scale of Self-DiagnosticDiagnostic

Training Delivery Problems Training Delivery Problems and Solutionsand Solutions


Explain the purpose of the study Explain the purpose of the study

Explain the methodology of the study Explain the methodology of the study

Recognize the difference between a novice and Recognize the difference between a novice and expert trainer expert trainer

Recognize expert solutions to common novice Recognize expert solutions to common novice training problems training problems

The purpose of the study The purpose of the study

Determine difficulties novice trainers experience Determine difficulties novice trainers experience

during the deliveryduring the delivery of trainingof training

Gather reports from experts on how they handle Gather reports from experts on how they handle

such situations such situations

Synthesize information into useful aid that defines Synthesize information into useful aid that defines

training delivery problems and provides specific training delivery problems and provides specific

solutions solutions

Methodology of the study Methodology of the study

Survey trainers to determine the most frequent Survey trainers to determine the most frequent

training delivery problems the novice trainer training delivery problems the novice trainer

experiencesexperiences

Analyze data and synthesize results into 10-15 Analyze data and synthesize results into 10-15

major delivery problems major delivery problems

Identify experts to respond to major training Identify experts to respond to major training

delivery problemsdelivery problems

Methodology of the study Methodology of the study continuedcontinued

Survey the training experts through a Survey the training experts through a

questionnaire questionnaire

Prepare job aids Prepare job aids List training delivery problems List training delivery problems General solutions General solutions Specific solutions Specific solutions

Prepare final reportPrepare final report

Difference between a novice and Difference between a novice and expert trainer expert trainer

IntellectIntellect

ExperienceExperience

Experts have a minimum of two years experienceExperts have a minimum of two years experience

Must receive recognition from colleagues Must receive recognition from colleagues or academiciansor academicians

Expert solutions to common novice Expert solutions to common novice training problems training problems

FearFear

Be well preparedBe well prepared

Use ice breakersUse ice breakers

Acknowledge the fear Acknowledge the fear

Expert solutions to common novice Expert solutions to common novice training problems continuedtraining problems continued

Credibility Credibility

Don’t apologize Don’t apologize

Have an attitude of an expert Have an attitude of an expert

Share personal background Share personal background


Personal experiences Personal experiences

Report personal experiences Report personal experiences

Report experiences of others Report experiences of others

Use, analogies, movies, or famous people Use, analogies, movies, or famous people


Difficult learners Difficult learners

Confront problem learner Confront problem learner

Circumvent dominating behavior Circumvent dominating behavior

Small groups for timid behavior Small groups for timid behavior


ParticipationParticipation

Ask open-ended questions Ask open-ended questions

Plan small group activities Plan small group activities

Invite participation Invite participation


Timing Timing

Plan well Plan well

Practice, practice, practice Practice, practice, practice


Adjust instruction Adjust instruction

Know group needs Know group needs

Request feedback Request feedback

Redesign during breaks Redesign during breaks


Questions Questions

Answering questionsAnswering questions

Anticipate questions Anticipate questions Paraphrase learner’s questions Paraphrase learner’s questions “ “I don’t know” is okay I don’t know” is okay


Questions Questions

Asking questions Asking questions

Ask concise questions Ask concise questions


Feedback Feedback

Solicit informal feedbackSolicit informal feedback

Do summative evaluations Do summative evaluations


Media, Materials, Facilities Media, Materials, Facilities

MediaMedia

Know equipment Know equipment Have back-ups Have back-ups Enlist assistance Enlist assistance



MaterialsMaterials

Be preparedBe prepared



FacilitiesFacilities

Visit facility beforehand Visit facility beforehand Arrive early Arrive early


Openings and closings Openings and closings

OpeningsOpenings

Develop an openings file Develop an openings file Memorize Memorize Relax trainees Relax trainees


Openings and closings Openings and closings

ClosingsClosings

Summarize concisely Summarize concisely Thank participants Thank participants

Expert solutions to common novice Expert solutions to common novice training problems continued training problems continued

Notes are necessary Notes are necessary

Use cards Use cards

Use visuals Use visuals

Practice Practice

Dependence on notesDependence on notes

SummarySummary

The purpose of the studyThe purpose of the study

Methodology of the studyMethodology of the study

Difference between a novice and expert Difference between a novice and expert trainertrainer

Expert solutions to common novice training Expert solutions to common novice training problemsproblems

A Model for Developing Employee A Model for Developing Employee Work Effectiveness in New Roles Work Effectiveness in New Roles

and Environmentsand Environments


Discuss new employee learning taxonomiesDiscuss new employee learning taxonomies

Discuss individual domainDiscuss individual domain

Discuss people domainDiscuss people domain

Discuss organizational domainDiscuss organizational domain

Discuss work task domainDiscuss work task domain

ID new employee development systemID new employee development system

Explain challenges for educational institutionsExplain challenges for educational institutions

New Employee Learning New Employee Learning TaxonomiesTaxonomies

Four content domains for new employee Four content domains for new employee learninglearning

- Individual- Individual

-- Attitudes-- Attitudes

-- Expectations-- Expectations

-- Breaking in-- Breaking in


- People- People

-- Impression-- Impression

-- Management-- Management

-- Relationships-- Relationships

-- Supervisor-- Supervisor


- Organization- Organization -- Culture-- Culture -- Savvy-- Savvy -- Roles-- Roles- Work tasks- Work tasks -- Work savvy-- Work savvy -- Task knowledge-- Task knowledge -- Knowledgeable skills and abilities-- Knowledgeable skills and abilities

Individual DomainIndividual Domain

AttitudeAttitude

ExpectationsExpectations

Breaking inBreaking in

People DomainPeople Domain

Impression managementImpression management

RelationshipsRelationships

SupervisorSupervisor

Organizational DomainOrganizational Domain

Organizational cultureOrganizational culture

Organizational savvyOrganizational savvy

Organizational rolesOrganizational roles

Work Task DomainWork Task Domain

Work savvyWork savvy

Task knowledgeTask knowledge

Knowledge, skill and abilitiesKnowledge, skill and abilities

New Employee Development New Employee Development SystemSystem

Foundational learning programsFoundational learning programs

External job trainingExternal job training

Employee based training programsEmployee based training programs

Learning in the workplaceLearning in the workplace

Challenges for Educational Challenges for Educational Institutions Institutions

Develop the individual domainDevelop the individual domain

Teach basics skills in the people and Teach basics skills in the people and organizational domainsorganizational domains

Build awareness of the entire scope of Build awareness of the entire scope of learning tasks after employmentlearning tasks after employment

Develop organizational skillsDevelop organizational skills

SummarySummary

New employee learning taxonomiesNew employee learning taxonomies

Individual domainIndividual domain

People domainPeople domain

Organizational domainOrganizational domain

Work task domainWork task domain

New employee development systemNew employee development system

Challenges for educational institutionsChallenges for educational institutions

Linking Learning and Linking Learning and Performance in HRDPerformance in HRD


Recognize the four domains of Recognize the four domains of performance for HRD/PIperformance for HRD/PI

Comprehend the distinction between Comprehend the distinction between performance outcomes and driversperformance outcomes and drivers

Recognize the importance of HRD/PI in Recognize the importance of HRD/PI in the pursuit of whole system improvementthe pursuit of whole system improvement

Four domains of performance for Four domains of performance for HRD/PIHRD/PI

MissionMission

ProcessProcess

Critical performance subsystemCritical performance subsystem

IndividualIndividual

Distinction between outcomes Distinction between outcomes and drivers and drivers

Performance outcomesPerformance outcomes

Performance driversPerformance drivers

Importance of HRD/PI in the pursuit of Importance of HRD/PI in the pursuit of

whole system improvementwhole system improvement Proper analysis Proper analysis

StrategyStrategy

Team interventionTeam intervention

QualityQuality

LearningLearning

SummarySummary

Four domains of performance for HRD/PIFour domains of performance for HRD/PI

Distinction between performance domains Distinction between performance domains and measuresand measures

Importance of HRD/PI in the pursuit of Importance of HRD/PI in the pursuit of whole system improvement whole system improvement

the adult learner: chapter outlines and main points

Education

theories of learning

learning individual

adult learning chapters

concepts of learning

learning arent

domains of learning

types of learning theories

world of learning theory