adult learning and the evolution of learning theories...characterize evolution of learning theories...
TRANSCRIPT
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Adult Learning and theEvolution of Learning Theories
Defining your Educational Philosophy
Atsusi “2c” Hirumi, PhDNPS Annual L&D Community Gathering
Forging Our Future: The Next Century of L&D
Shepherdstown, West Virginia
August 23-25, 2016
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All educators & instructional
designers have an educational philosophy
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Educational Philosophy
Beliefs about how and why people learn; and
What you can/should do to facilitate learning.
Drives how you design and deliver training and educational programs
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I believe that children, adolescent, and adults learn by: • [Real-life] experiences and interactions with the
environment and others;• Using emotions to selectively attend to stimuli
perceived through their senses; • Using imagination to visualize the consequences on
their actions; and• Strengthening synaptic connections and stimulating
neuro-mechanisms to encode, consolidate, and retrieve information.
To facilitate learning, I believe educators and designers should:• Present students with authentic problems or
challenges;• Facilitate learning of facts, concepts, procedure,
and principles within context of solving problems;• Actively engage students by stimulating their prior
knowledge, curiosity, and senses; • Present students with explicit, measurable and
congruent expectations and assessments; and • Evoke emotions and spark imagination through
story, play and game.
2c’s Educational Philosophy
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Act I: What’s your Educational Philosophy?
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To ground educational
philosophy in research
and theory
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Outcomes
1. Align theory, research and practice
2. Explain and predict results
3. Base key decisions on research & theory
4. Trace and defend designs
5. Continuously improve products and processes
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Objectives
1. Distinguish grounded vs. craft-based design
2. Characterize evolution of learning theories
3. Discuss key principles and practices
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Objectives
1. Distinguish grounded vs. craft-based design
2. Characterize evolution of learning theories
3. Discuss key principles and practices
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Information vs. Training
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InformationExpository text and other (e.g., audio, video, graphic) media designed to transmit a message from sender to receiver
TrainingSeries of events & activities designed intentionally to facilitate learning
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Craft-Based (SME) vs Grounded
Design
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Craft-Based Design (SME approach)Series of events & activities based on past practices, opinions, fads, politics, etc.
Grounded Design InstructionSeries of events & activities based on practical experience, research & theory
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“The systematic implementation of processes and procedures that are rooted in established theory and research in human learning.”
(Hannafin, Hannafin, Land, & Oliver, 1997, p.102)
Grounded Design
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• Rooted in defensible theoretical framework
• Consistent with research findings
• Generalizable beyond unique conditions
• Validated with successive implementations
• Design based on desired outcomes
Grounded Design Conditions
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• Aligns research, theory, and practice
• Explains and predicts results
• Allows systematic study, continuous improvement, and effective use across context
• Provides pedagogical foundations for interactions and technology
Grounded Design Significance
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Learning
Instruction TechnologyISDISD
General Systems Theory
Grounded Design Foundations
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How grounded is your educational
phiolosophy?
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Objectives
1. Distinguish grounded vs. craft-based design
2. Characterize evolution of learning theories
3. Discuss key principles and practices
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Epistemological Beliefs
Epistemology: \i-ˌpis-tə-ˈmä-lə-jē\ n. The study of knowledge. What is reality? How is knowledge derived?
Positivist Pragmatist Interpretist
Reality Objective based on natural laws& physical properties
Interpretednegotiated within a social context
Constructeddepends on individual understanding
Research Experimental Quantitative
Design Naturalistic. Qualitative
Approach Teacher-Directed Grounded Learner-Centered
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Constructivism1930-present
Behaviorism1890-1960
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Cog Info Pro1970-1990
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Learning TheoriesHandout: Summary of Learning Theories
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Objectives
1. Distinguish grounded vs. craft-based design
2. Characterize evolution of learning theories
3. Discuss key principles and practices
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Learning & ID PrinciplesHandout: Learning and Instructional Design Principles
Universal Principles of Experiential Learning ................. 3
Adult Learning Principles……………………………………………. 4
Learner-Centered Psychological Principles .................... 5
Cognitive Constructivist Principles …………………….......... 7
Social Constructivist Principles ……………………................ 8
Sociocultural Theory and Principles for CSCL……………… 9
Brain-Based (Natural) Learning Principles ................... 11
Brain Rules…………………………………………………………….... 12
First Principles of Instruction ....................................... 13
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Principles of Adult Learning
1. Adults tend to be self-directed.Adults want to participate in the planning and evaluation of their learning.
2. Adults have rich reservoir of experience. Adults prefer to build on prior learning and experience.
3. Adults need to learn experientially.Adult learn by doing; experiences form bases for knowledge construction.
Malcolm Knowles
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Principles of Adult Learning
4. Adults have problem-solving orientation. Adults are problem-centered rather than content-oriented
5. Adults’ motivation affected by need to know. Adults most interested if learning has immediate relevance to job or personal life
6. Adults motivated by internal/ intrinsic factors. Grades and other extrinsic rewards not as effective with adults.
Malcolm Knowles
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1. Set cooperative learning climate, 2. Create mechanisms for mutual
planning, 3. Diagnosis learner needs and
interests, 4. Formulate objectives based on
diagnoses, 5. Design activities for achieving
objectives, 6. Execute design, selecting methods,
materials & resources, and 7. Evaluate quality of experience &
rediagnose need for further learning.
.
7 steps to adult learning
Malcolm Knowles
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Act II: Discuss Adult Learning
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Learning & ID PrinciplesHandout: Learning and Instructional Design Principles
Universal Principles of Experiential Learning ................. 3
Adult Learning Principles……………………………………………. 4
Learner-Centered Psychological Principles .................... 5
Cognitive Constructivist Principles …………………….......... 7
Social Constructivist Principles ……………………................ 8
Sociocultural Theory and Principles for CSCL……………… 9
Brain-Based (Natural) Learning Principles ................... 11
Brain Rules…………………………………………………………….... 12
First Principles of Instruction ....................................... 13
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• Continuity: People learn from their experiences
• Interaction: Experiences derived from interactions with environment and others
(Dewey, 1938)
Experiential Learning
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• Interesting and authentic goals and challenges
• Skill development and learning of facts, concepts, procedures, rules, problem solving, etc. occur in context
Experiential Learning
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Pfeiffer & Jones (1975)1. Experience2. Publish3. Process4. Internalize5. Generalize6. Apply
Kolb (1984)1. Concrete Experience2. Reflective
Experience3. Abstract Experience4. Active Experience
Barrows (1985)1. Start New Class2. Start a New Problem3. Problem Follow-Up4. Presentation(s)5. After Conclusion of
Problem
Shank, Berman & Macpherson (1999)1. Define Goals2. Set Mission3. Present Cover Story4. Establish Roles5. Operate Scenarios6. Provide Resources7. Provide Feedback
BSCS (2005)1. Engage2. Explore3. Explain4. Elaborate5. Evaluate
Clark (2004)1. Goals2. Reasons and
Activation3. Demonstration4. Application5. Integration6. Assessment
Table 4. Published Experiential Instructional Strategies
Experiential Learning
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Experiential LearningPrinciple 1 - Framing the Experience by communicating objectives, assessment criteria, expected behaviors, and social structure (with peers, instructors and the environment beyond the class).
Principle 2 - Activating Experience by (a) presenting authentic challenge/problem to facilitate transfer; (b) making decisions with authentic outcomes; (c) orienting learners to perceive relevance of activities in relation to larger problem; and (d) presenting optimal difficulty.
Principle 3 - Reflecting on Experience to learn from it. Learners should answer, “What happened?” “Why did it happen?” “What did I learn?” and “How would I apply this knowledge to future experiences?”
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Act III: Discuss Experiential Learning
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Learning & ID PrinciplesHandout: Learning and Instructional Design Principles
Universal Principles of Experiential Learning ................. 3
Adult Learning Principles……………………………………………. 4
Learner-Centered Psychological Principles .................... 5
Cognitive Constructivist Principles …………………….......... 7
Social Constructivist Principles ……………………................ 8
Sociocultural Theory and Principles for CSCL……………… 9
Brain-Based (Natural) Learning Principles ................... 11
Brain Rules…………………………………………………………….... 12
First Principles of Instruction ....................................... 13
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1. Survival: The human brain is designed to solve problems related to surviving in an unstable outdoor environment.
2. Exercise: The human brain evolved under conditions of almost constant motion. Exercise boosts brain power.
3. Sleep: Sleep enhances attention, executive function, working memory, mood, logical reasoning, and motor dexterity.
4. Stress: Your brain is built to deal with stress that lasts about 30 seconds, not long term stress.
John Medina
Brain Rules
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5. Wiring: Every brain is wired differently. What YOU do and learn in life physically changes what your brain looks like.
6. Attention: We don't pay attention to boring things. What we pay attention to is profoundly influenced by memory.
7. Memory: Repeat to remember. Need to consistently re-expose yourself to information to extend memory past 30 sec.
8. Sensory Integration: Stimulate more senses. Those in multisensory environments always do better.
John Medina
Brain Rules
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9. Vision: Vision trumps all other senses. We see words as tiny pictures, and must identify certain features to read them.
10. Music: Study or listen to boost cognition.
11. Gender: Male and female brains are different. Women are more likely to get depressed. Men exhibit more antisocial behavior.
12. Exploration: We learn, not by passive reaction to the environment but by active testing through observation, hypothesis, experiment, and conclusion.
John Medina
Brain Rules
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Act IV: Review and revise, considering…
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Advancing a theory
vs. mashing theories
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What’s next (Part II)?
Learner-Instruction Interactions
Human Interactions
Learner-
Instructor
Learner-
Learner
Learner-
Other
Non-Human Interactions
Learner-
Content
Learner-
Tool
Learner-
Environment
Learner-Interface
Internal Learner Interactions
Level III
Level II
Level I
(Hirumi, in press)
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Act V: Reflect