Adult Learning

…what we believe?
…what we know?
…what we DO?
Brain,
Intuition,
Heart
 We are Individuals

Learning is a process,
not a thing that can be
seen. It is individual
and personal.
 First Perspective: Training
• Motivation: Why people learn
• Instruction: How people learn
• Context: How the part fits the big picture
• Explanation: Step by step, digestible small
chunks
• Practice: Demonstrate, practice with
supervision, solo
• Evaluate: Verify learning
Second Perspective:
Empowered Learners
• Co-design
• Customize
• Have Identity
• Manipulate
James Paul Gee,
What Video Games Have to Teach
us About Learning and Literacy
Learning Through Problem Solving

• Well ordered problems

• Pleasantly frustrating
• Cycles of expertise
• Information on demand
• Fishtanks
• Sandboxes
 Three Kinds of Learning
• Through the 5
senses
• Intuitive
• Reflective
 Kolb’s Learning Styles
We use all four learning styles but usually
prefer one.

• Theorist - Abstract Conceptualization:

lecture, papers, analogies, how this related
to that, case studies, theory readings,
thinking alone.
 Kolb’s Learning Styles
• Pragmatist - Concrete Experience:
laboratories, field work, observations, how
can I apply this in practice, peer feedback.
• Activist - Active Experimentation:
simulations, case study, small group
discussions, peer feedback.
• Reflector - Reflective Observation: logs,
journals, brainstorming, time to think.
 Thorndike’s Laws of Learning
• Law of Readiness: People learn best when
they are ready to learn.
• Law of Exercise: People enhance their
memory through repetition, drill & practice.
• Law of Effect: Learning is strengthened
when accompanied by pleasant, non
threatening situation. It is decreased when
associated with unpleasant situation.
 More Thorndike
• Law of Primacy: First impressions last.
Both good and bad.
• Law of Intensity: Learners learn more from
doing real things than substitutes.
• Law of Recency: We remember the most
recent thing we learn.
Characteristics of Adult Learners
• How are adult learners different than
children?
• What do they want?
• What do they need?
 Characteristic #1
• The adult learner is primarily
independent/self-directed in what he/she
learns.
• Implication: support identity through
introductions, use discussion, let them
answer the questions, provide take
aways/handouts for subsequent learning.
 Characteristic #2
• The adult learner has considerable
experience to draw upon.
• Implication: opportunity for sharing
experiences, small group discussion, build
on past positive experiences.
 Characteristic #3
• The adult learner is most apt to be
interested in topics that relate to the
his/her stage of life.
• Implication: different ages may have
different interests and concerns, as do
individuals. Get feedback across the group.
Those in transition are often more ready to
learn.
 Characteristic #4
• The adult learner is most interested in
information and ideas that solve
problems that they presently face.
• Implication: use problem focused
presentations vs information focused, use
the learners’ own problems.
 Characteristic #5
• The adult learner is most interested in
information that can be applied
immediately.
• Implication: Focus on immediately usable
ideas, ask learners to think of how they will
apply their learnings.
 Characteristic #6
• The adult learner is motivated from
within him/herself.
• Implication: Rewards aren’t always useful.
Find out what the learner values. Respond
to those values. (Remember the Affective
Domain!)
 Bring Learning to Life
• For one minute
• Once a week
• Ten things

Understand how
you learn to better
understand how
learning happens.
“Without practice, there
is no knowledge”

Paulo Freire