Principles and Conditions for Learning

in Adult Education

Principles and Conditions For Learning Helping Relationship

Learning
Changing behaviour is a positive direction.

Behavior
Actions pushed by attitudes, ideas, values, skills and interests.

Principles and Conditions For Learning Positive Direction

Goal of Learning
To enable individuals, groups of people and communities to become more fully functioning, effective and productive entities in society.

Principles of Learning
Principle No.

Learning is an experience which occurs inside the learner and is activated by the learner.

Principle No.

Learning is the discovery of the personal meaning and relevance of ideas.

Learning (behavioral change) is a consequence of experience.

Principle No.

Learning is a cooperative and collaborative process.

Principle No.

Learning is an evolutionary process.

Principle No.

Learning is sometimes a painful process.

Principle No.

One of the richest resources for learning is the learner himself.

Principle No.

The process of learning is emotional as well as intellectual.

The process of problem solving and learning are highly unique and individual.

Condition No.

Learning is facilitated in an atmosphere which encourages people to be active.

Learning is facilitated in an atmosphere which promotes and facilitates the individuals discovery of the personal meaning of ideas.

Condition No.

Learning is facilitated in an atmosphere which emphasizes the uniquely personal and subjective nature of learning.
Condition No.

Learning is facilitated in an atmosphere which differences are good and desirable.

Condition No.

Learning is facilitated in an atmosphere in which consistently recognizes peoples right to make mistakes.
Condition No.

Learning is facilitated in an atmosphere which tolerates ambiguity.

Condition No.

Learning is facilitated in an atmosphere in which evaluation is a cooperative process with emphasis on self-evaluation.
Condition No.

Learning is facilitated in an atmosphere which encourages openness of self rather than concealment of self.

Condition No.

Learning is facilitated in an atmosphere in which people are encouraged to trust in themselves as well as in external source.
Condition No.

Learning is facilitated in an atmosphere in which people feel they aye respected.

Condition No.

Learning is facilitated in an atmosphere in which people feel they are accepted.

Learning is facilitated in an atmosphere where it permits confrontation.

PEDAGOGY and ANDRAGOGY Differentiated: Youthful Learner Knowledge / Subject matter

AUDIENCE Adult Learner

Lecture principle method

METHODOLOGY

PEDAGOGY and ANDRAGOGY Differentiated:

Immediate specific application Internalization during training session

DISCOVER RELEVANCE AND MEANING OF IDEAS

Motivational issues addressed during the taining session

PEDAGOGY and ANDRAGOGY

Syllabus / learning organized around topics

Design emphasizes skills development and learning process

1. Adults can diagnose their own needs. 2. Adults must want to learn. 3. Adults will learn only what they feel need to learn. 4. Adults have difference developmental needs. 5. Adults learn by doing.

6. Adult learning centers on problems, and the problems must be realistic. 7. Experience affects adult learning. 8. Adults learn best in an informal environment. 9. A variety of methods and techniques should be used in teaching adults. 10. Adults can evaluate their own progress toward learning goals.

Adults seek out learning experiences in order to cope with specific life-change events.

The more life-change events an adult encounters, the more likely he is to seek out learning opportunities.
The learning experiences adults seek out on their own are directly related.

Adults are generally willing to engage in learning experiences before, after or even during the actual life-change event.

Although adults have been found to engage in learning for a variety of reasons job advancement, pleasure, love of learning and so on it is equally true that for most adults, learning is not its own reward.

Increasing or maintaining ones sense of self-esteem and pleasure are strong secondary motivators for engaging in learning experiences.

Adult learners tend to be less interested in, and enthralled by survey courses. Adults need to be able to integrate new ideas with what they already know if they are going to keep-and-use the new information.
Information that conflicts sharply with what is already held to be true, and thus forces a reevaluation of the old materials,, is integrated more slowly.

Information that has little conceptual overlap with what is already known or what is entirely new is acquired slowly. Fast-paced, complex or unusual learning task interfere with the learning of the concepts or data they are intended to teach or illustrate.
Adults tend to compensate for being slower in some psychomotor learning tasks by being more accurate and making fewer trial and error ventures.

Adults tend to take errors personally, and are more likely to let them affect their self-esteem. The curriculum designer must know whether the concepts and ideas will be in concert or conflict with learner and organizational values.
Programs need to be designed to accept view points from people in different life stages and with different value set.

A concept need to be anchored or explained from more than one value set and appeal to more than one developmental life stage.
Adults prefer self-directed and self-designed learning projects 7 to 1 over group learning experiences led by a professional. Non-human media such as books, programmed instructions and television have become popular recent years.

Regardless of media, straightforward how-to is the preferred content orientation. Self-direction does not mean isolation.

The learning environment must be physically and psychologically comfortable. Adults have something real to lose in the classroom situation. Adults have expectations, and it is critical to take time up front to clarify and articulate all expectations before getting into content.

Adults bring a great deal of life experience into the classroom, an invaluable asset to be acknowledged, tapped and used.
Trainers who have a tendency to hold for rather than facilitate can hold that tendency in checkor compensate or it by concentrating on the use of openended questions to draw out relevant trainee knowledge and experience.

New knowledge has to be integrated with previous knowledge: that means active learner participation. The key to the trainers role is CONTROL. The trainer must protect minority opinion, keep disagreements civil and unheated, make connections between various opinions and ideas, and keep reminding the group of the variety of potential solutions to the problem.

Integration of new knowledge and skill requires transition time and focused effort.
Learning and teaching theories function better than a resource as a Rosetta stone.