Changing World of Adult Learning IACET Webinar – January 16, 2013 T M ”Tim” Stafford, MS MA Director of Digital Media Center & Sr. Instruc=onal Designer Liberty Building Forensics Group® -‐ Zellwood, Florida
theore=cal framework for current andragogy. ì Evaluate some technological implica=ons for the expansion of models of higher order thinking skills like Bloom’s Taxonomy. ì Analyze the connec=on between objec=ves and evalua=ons ì Analyze the emerging theory of connec=vism and how it reflects a change in andragogy. ì Ques=ons and answers
to strike a balance (L:P) between: ì The Load of Life (L) which acts like an independent variable ì The Power of Life (P) which is the power to manage L ì Impact: Educa=on becomes a load that can become dispensable if it becomes overwhelming to the power to perform.
to strike a balance (C:E:S) between: ì Cogni=on – The ability to understand ì Emo=on – The ability to maintain balance with personal issues ì Social – The ability to ping ideas against cultural norms and mores and reconcile them. ì Impact 1: Adults need to understand the WHY of learning ì Impact 2: Adults need to understand HOW it will impact THEIR world
Reflec=ve Teaching ì The lens of autobiography – What has been my experience? ì The lens of the student – Who am I in the process? ì The lens of experience in rela6on to colleagues – How are others affec=ng me with what they know? ì The lens of theore6cal literature – What do I know and where are there gaps in my knowledge? Where are there biases and assump=ons in my knowledge? Brookfield’s Reflec=ve Teaching Model
Margin ì Illeris’ Three Dimensional Learning Model ì Brookfield’s Reflec=ve Teaching Model ì Epistemological Connec=ons Prac=cal Applica=on to Instruc=onal Design ì Instruc=onal design needs to address the balance that is needed for a learner’s personal success. ì Instruc=onal design needs to address the impact of the learning on the world of the learner. ì Instruc=onal design has to be reflec=ve – This is a key element of transforma=ve learning (Mezirow, 1997) ì Instruc=onal design needs to understand the worldview issues that impact the learner.
Revealed the Principles of Higher Order Thinking Skills. ì An Updated Version Tackles Technological Culture Advancements. ì How to Effec=vely U=lize Technology in the Development of Higher Order Thinking Skills.
ì Technological Considera=ons Prac=cal Applica=on to Instruc=onal Design ì Instruc=onal design needs to address the highest order of thinking skills ì Technology can be leveraged to help learners achieve the highest order of thinking skills. ì Social learning is on the rise and technology will be the driver behind robust changes in instruc=onal design.
clearly beyond – “Students will be able to… (SWBAT)” ì Objec=ves have the power to posi=on the coursework in a much more holis=c framework. Ques=ons to consider: ì How do the objec=ves connect with the subject maoer? ì How do the objec=ves connect with the company’s mission? ì How do the objec=ves connect with the industry at large?
-‐ how the learners react to the learning process ì “Was the learning worth my =me?” ì Learning -‐ the extent to which the learners gain knowledge and skills ì What knowledge was acquired? ì What skills were developed or enhanced? ì What artudes were changed? ì Behavior -‐ capability to perform the learned skills while on the job ì “Do people use their newly acquired learning on the job?” ì Results -‐ includes such items as ROI, efficiency, morale, etc.
ì Bookend #2: Evalua=ons ì Future Bookend: Collabora=on – Learner collabora=on is not just a fad, but will be the driver in corporate business learning. Prac=cal Applica=on to Instruc=onal Design ì Instruc=onal design needs to address the intertwining objec=ve structure that exists when designing coursework. ì Instruc=onal design needs to create evalua=ons that align to the objec=ves. ì Instruc=onal design needs to follow a more robust framework of evalua=ons that speak to all aspects of the learning success.
of Connec=vism ì Connec=vism ì Network Learning Theory ì Ubiquitous Learning (u-‐ learning: a combina=on of e-‐ learning and m-‐learning) (Sung, 2009) Prac=cal Applica=on to Instruc=onal Design ì Connec=vism harnesses the power to combine the strengths of the learner with the rich networking of social media to create new learning spheres. ì NLT gives principles by which the complete diversity found in the connec=vist theory has the promise to empower an exponen=al yield from collaborate and ubiquitous learning. ì U-‐learning gives instructors the ability to facilitate and coach learners towards areas of advancement that intrinsically mo=vate them, while capitlizing on teir areas of strength as an internal SME (consider MOOC’s)
ì Technology will increase the speed of communica=on and the pace of advancement or decline. ì Release of human ingenuity will become a primary responsibility of educa=on and society. ì Social and intellectual capital will become economic drivers, intensifying compe==on for well-‐educated people. ì Greater numbers of people will seek personal meaning in their lives in response to an intense, high-‐tech, always on, fast-‐ moving society.
reflec,ve teacher. San Francisco, CA: Jossey-‐Bass, Inc. ì Marx, G. (2006). Sixteen trends, their profound impact on our future: Implica,ons for students, educa,on, communi,es, countries, and the whole of society. Alexandria, VA: Gary Marx and Educa,onal Research Service. ì Mayer, R. E., & Clark, R. C. (2010). Instruc=onal strategies for recep=ve learning environments. In K. H. Silber & W. R. Foshay (Eds.), Handbook of improving performance in the workplace (Vol. 1, pp. 298-‐328). San Francisco: Pfeiffer, An Imprint of Wiley. ì Mezirow, J. (1997). Transforma=on theory of adult learning. In P. Cranton (Ed.), In defense of the lifeworld (pp. 39-‐70). State University of New York Press. ì Merriam, S. B., Caffarella, R. S., & Baumgartner, R. M. (2007). Learning in adulthood: A comprehensive guide (Third ed.). San Francisco: John Wiley & Sons, Inc. ì Siemens, G. (2005, November 5). Connec=vism: Learning as network-‐crea=on [Weblog post]. Retrieved from hop://www.astd.org/LC/2005/1105_seimens.htm ì Sung, J.-‐S. (2009, December). U-‐learning model design based on ubiquitous environment. Interna=onal Journal of Science and Technology, 13, 77-‐88. Retrieved from EBSCOhost database.
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