AINHE Adult Learning 26 Maxcrch 2022.ppt

AINHE Adult Learning 26 March 2022.

1. Adult Learning
Training of Trainers/Facilitators
AINHE
26 March 2022
Maryanne Stone-Jimenez

2. Outline
•H
istory of Adult Learning
•8
steps of Design
•L
earning Styles & How We Learn
•T
raining Methodologies
•L
earning Tasks
•I
mpact-focused
•P
rinciples of Adult Learning
•S
ummary
2

3. History of Adult Learning
3

4. Teacher
The teacher
holds all
correct
knowledge
Student
Knowledge
The knowledge
is transmitted
to the student.
The student is
an “Empty
Vessel”
The student is
the passive
receiver of
knowledge
4

5. Listening-dialogue-action
•
Educational theory
developed by Brazilian
educator, Paulo Freire
•W
e are subjects of our
own learning, not
empty vessels filled by
teacher’s knowledge
5
Zimbabwe

6. Listening-dialogue-action
•
Everyone participates
as equals
•
Sharing of life
experiences
•P
articipation in decision-
making
Brazil
6

7. Differences between
Traditional Training and
Dialogue Education
7

8. Learning-Centered
8

9. 9
  Traditional Training Dialogue Education
Typical Methods Lectures, Power
Point, presentations
Learning tasks where
participants draw from their
own experience, engage with
new content, apply it and
consider its application to
their context
Monologue vs.
Dialogue
Monologue (uni-
directional sharing of
information via
lecture)
Dialogue amongst
participants and with
facilitators throughout
workshop
Accountability Accountability to
teacher
Mutual accountability
between teacher and
participants and between
participants

10. 10
  Traditional Training Dialogue Education
Learning styles Primary auditory,
some visual
(PowerPoint)
Visual, Auditory and
Kinesthetic
Learning domainsStrong for teaching in
cognitive learning
domain. Content
rich.
Strong for cognitive,
affective, and psychomotor
learning domains
Learner’s
Experience
Unless dynamic
speaker, it can be
experienced as boring
but rigorous
Engaging AND rigorous
Evaluation MethodsEvaluation in
academic settings is
done through testing
Evaluation observed during
workshops. Tracking of
transfer and impact.

11. From health education
to behavior change
•A
ssumption: “If they only knew the
correct information, they would
perform the correct behavior.”
•G
iving information alone is NOT
enough to change behavior
11

12. 8 Steps of Design
12

13. 1.Who? The People:
who will participate in
the learning and who
will lead it
13
8 Steps of Design
2.Why? The Current
Situation: description
of the situation that is
calling for this
learning event

14. 14
8 Steps of Design
3.So That? The
Anticipated Change:
what will be different
as a result
4.When? The Time and
Timing: description of
the time available for
the learning

15. 5.Where? The Place
and Space: decision
on the best location
to support the
learning 15
8 Steps of Design
6.What? The Content:
carefully-constructed
set of skills,
information, and
perspectives

16. 7.What For? The Achievement-
Based Objectives:
description of what learners
will do with each piece of
priority content
16
8 Steps of Design
8.How? The
Learning
Tasks

17. Learning Styles
17

18. Learning Styles
18
It is said that we remember:
20% of what we hear
40% of what we hear and see
80% of what we hear, see and do
95% of what we teach

19. 19
How we learn
We learn best when learning occurs across all three areas

20. Training Methodologies
20

21. 21
Experiential Learning Cycle: Content
Consider its
application to
own context
Draw from
own
experience
Engage with
new content

Apply it Global Learning Partners

22. 22
Experiential Learning Cycle: Skills
Supervised field
practice and
feedback
Discuss
skill
Demonstrate
Practise in
classroom

23. 23
Training Methodology
•Relevance of new learning with
current work situation
•Supervised practice of new skills
•Supportive supervision or follow-
up to help counsellors maintain
and improve their performance
over time

24. Learning Tasks
24

25. Exercise
Brainstorm the learning
tasks that can be used in a
training
25

26. How: Learning Tasks
26

27. How: Learning Tasks
27

28. How: Learning Tasks
28

29. How: Learning Tasks
29

30. How: Learning Tasks

30

31. 31
How: Learning
Tasks

32. How: Learning Tasks
32

33. How: Learning Tasks
33

34. Learning Tasks
•P
re-assessment
•G
roup work
•P
racticing facilitation skills
•P
resentation (by participant)
•P
resentation (by facilitator)
•P
lenary discussions
•B
rainstorming
•S
imulation
•R
ole Play
•C
hecklists
•S
upportive Supervision game
•V
ideo presentations
34

35. Training needs to be
Impact-Focused
35

36. Adult learning and teaching must…
•Respond to perceived problem
•Acknowledge and use what participants
already know and are doing
•Help participants bring together new
practices with participants work situation
•Be hands-on practice oriented
•Provide knowledge, skills, opportunities for
participants to produce local solutions
36

37. 37
Description (Principles) of Adult Learning/
Dialogue Education
Dialogue Safety in
environment and
process
Respect
AffirmationSequence and
reinforcement
Practice
Ideas,
feelings,
actions
20/40/80 rule Relevance:
immediate and
future
Teamwork Engagement (Active
Participants)
Accountability
Motivation Clarity Feedback

38. Dialogue Education is
Principle-Driven
38

39. In Summary
•Dialogue education is a more holistic
approach to adult education
•It showcases importance of learner
participation in learning process
without making facilitator’s presence
irrelevant – ALL share in learning
process equally
39

40. Resource
•H
o
m
e

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G
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l

L
e
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g

P
a
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n
e
r
s
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