IST:520. Term 2
Week 1 Objectives
- Understand and articulate the purpose and importance of a learning theory.
- Discuss the definition of adult learning and Andragogy (Malcolm Knowles- science of teaching adults).
- Define and interpret the role of transformational learning.
- Explain the relevance of the early theories such as Behaviorism.
- Explain the current state and role of adult learning theory.
Reading Assignments
Gredler, M. E. (2009). Learning and Instruction, Theory into Practice, 6th Edition. Pearson/Merrill Prentice Hall: New Jersey
Abbreviation: LITP
Merriam, S.B. (Ed) (2008). Third Update on Adult Learning Theory: New Directions for Adult and Continuing Education. Jossey-Bass: San Francisco.
Abbreviation: 3RDALT
Merriam, S.B. (Ed) (2001). The New Update on Adult Learning Theory: New Directions for Adult and continuing Education. Jossey-Bass: San Francisco.
Abbreviation: NEWALT
Presentations/ Lectures
Week 1. Lecture Resource- Dr. Nancy Lockwood.
Week 1. PowerPoint Slides.
Links and Notes:
Abbreviation: LITP
- Chapter 1. Overview
- Chapter 2. Early Learning Theories
Merriam, S.B. (Ed) (2008). Third Update on Adult Learning Theory: New Directions for Adult and Continuing Education. Jossey-Bass: San Francisco.
Abbreviation: 3RDALT
- Chapter 1. Transformative Learning Theory
- Chapter 9. Adult Learning Theory for the 21st Century
Merriam, S.B. (Ed) (2001). The New Update on Adult Learning Theory: New Directions for Adult and continuing Education. Jossey-Bass: San Francisco.
Abbreviation: NEWALT
- Chapter 1. Andragogy & Self-Directed Learning
- Chapter 2. Transformational Learning
Presentations/ Lectures
Week 1. Lecture Resource- Dr. Nancy Lockwood.
Week 1. PowerPoint Slides.
Links and Notes:
- Pronounce the word "andragogy" http://www.dictionary.com/browse/andragogy
- An explaination of Andragogy and Knowles http://www.youtube.com/watch?v=vLoPiHUZbEw
- Transformational Learning Theory and explains Mezirow http://www.youtube.com/watch?v=BpUukqlUAq
Learning Outcomes. Andragogy and Pedagogy
The Learning Outcomes addressed this week include:
- Understand and articulate the purpose and importance of a learning theory.
- Discuss the definition of adult learning and Andragogy.
- Define and interpret the role of transformational learning.
- Explain the relevance of the early theories such as Behaviorism.
- Explain the current state and role of adult learning theory.
According to Merriam, “Adult learning is much more of a multidimensional, holistic phenomenon where the body, the emotions, and the spirit count as much as the intellect” (2008, p 3). So it’s important to note that learning involves more than intellect and as an instructional designer you need to think of every aspect of a person when you develop instruction.
Writing Assignment. Forum 1. School Memory
Instructions: Please post your thoughts, then respond to the post immediately before your posting. This is not meant to prevent you from responding additionally to any and all other posts you'd like to. Use these guidelines unless otherwise instructed.
Assignment Instructions:
Step 1
Recall your best “school” memory. This could be your first day of school, learning a particular lesson, a lunchroom or playground experience, or anything else that has stayed with you over the years. Describe what happened.
Or, recall your best “adult” memory. Describe it.
Relate either experience to what you read about this week. Does anything particularly resonate with you? Relate your thoughts to andragogy and/or pedagogy and current adult learning theory. Do you think any learning theories were involved with your memory? Transformational learning?
Step 2
When you respond to the person who posts before you, discuss whether you (or someone you know) had a similar or different experience. For example, if someone recalls playing kickball during recess on a hot day, describe your own kickball experience. Fischer, D. (2016).
Assignment Instructions:
Step 1
Recall your best “school” memory. This could be your first day of school, learning a particular lesson, a lunchroom or playground experience, or anything else that has stayed with you over the years. Describe what happened.
Or, recall your best “adult” memory. Describe it.
Relate either experience to what you read about this week. Does anything particularly resonate with you? Relate your thoughts to andragogy and/or pedagogy and current adult learning theory. Do you think any learning theories were involved with your memory? Transformational learning?
Step 2
When you respond to the person who posts before you, discuss whether you (or someone you know) had a similar or different experience. For example, if someone recalls playing kickball during recess on a hot day, describe your own kickball experience. Fischer, D. (2016).
In his writings on Classical Conditioning in the Classroom, William Estes writes “An essential step in developing the appreciation of literature, art, science and other subjects is that of associating students’ early experiences with positive reactions.” (Estes 1989).
5th grade classroom experience raising ducklings is a real-life example of Classical Conditioning in the classroom. This experience made a positive impression about education.
For the ducklings to survive, we needed to mix the right ingredients required, and use basic measuring skills. Reading directions and finding information about the temperature of the heating lights, from the local library was also required. We learned to find information, since it was not provided to us. Hearing the words, "I don't know how to do this" could not be accepted.
Dana
Reference
Estes, W. (1989). Learning theory. In A. Lesgold & R. Glaser (Eds.), Handbook of research on teaching (pp. 1-49). Hillsdale, NJ: Erlbaum.
5th grade classroom experience raising ducklings is a real-life example of Classical Conditioning in the classroom. This experience made a positive impression about education.
For the ducklings to survive, we needed to mix the right ingredients required, and use basic measuring skills. Reading directions and finding information about the temperature of the heating lights, from the local library was also required. We learned to find information, since it was not provided to us. Hearing the words, "I don't know how to do this" could not be accepted.
Dana
Reference
Estes, W. (1989). Learning theory. In A. Lesgold & R. Glaser (Eds.), Handbook of research on teaching (pp. 1-49). Hillsdale, NJ: Erlbaum.
| forum_1_school_memory_payne.pdf |
Reply from Donald Fischer, Ph.D.
"Project-based learning provides the opportunity to tie things together. There was more integration at elementary school level than in junior and senior high where people moved from subject to subject. I have a very significant Guthriean experience when in physics we had a second degree equation that related to acceleration due to gravity. I could not do the problem. I did not think of asking my student friends, we had never done something that. (Had to do our own work, never studied together.) I took the problem to the physics teacher, who couldn't do it either. I took it to my college algebra math teacher who also could not do it. Both those teachers not only should have been able to help me with the problem, but they should have known that it was being taught, because the students were the same for both classes. I learned that I was going to have a very tough time. I barely made it through after having been a nearly straight A student. What I did not know was that my study habits up to that point, which had worked all my school years, had to change. Nobody saw the problem and no one reacted when the bad grades turned up. I am not sure I have recovered from that yet, even after a successful quantitative career." (Fischer, 2016).
Reply from Peer. Forum 1. School Memory
"I did not read your post until after I had completed mine, but our stories have many similarities. It seems having a life to care for as a younger student makes an impression! There are even some articles about the influence class pets can have.
You mentioned saving the whales at the end of your post, it makes me think of what I will teach to my students when I have a class in the near future. In addition to having a garden and class pet, it would be great to teach about nature conservation and restoration."
From Peer
You mentioned saving the whales at the end of your post, it makes me think of what I will teach to my students when I have a class in the near future. In addition to having a garden and class pet, it would be great to teach about nature conservation and restoration."
From Peer
Response to Peer. Forum 1. School Memory
Dear Peer,
I have a similar experience of being chased while people were laughing.
During a football game, we were preparing for the halftime intermission. Unknowingly I caused a person to be embarrassed. When I did not apologize in time, she then became angry with me. She and her friends started running after us. We ran across the football field and up the steps, I heard people laughing and asking questions.
(Original post has been modified and shorten)
I have a similar experience of being chased while people were laughing.
During a football game, we were preparing for the halftime intermission. Unknowingly I caused a person to be embarrassed. When I did not apologize in time, she then became angry with me. She and her friends started running after us. We ran across the football field and up the steps, I heard people laughing and asking questions.
(Original post has been modified and shorten)
Dana Payne. Journal 1. Adult Learning
Dear Journal,
Merriam and Taylor have written about the adult learner. People are living longer, continuing to work, and to learn. Their interests will have an impact on policies and politics. Many factors are taken into account on what and how the adult learner is successful. There are contributing factors not taken into consideration today, but they will be in the future.
Regarding several Alternative Conceptions of Transformative Learning, Taylor writes of three teaching approaches central to transformative learning. These approaches include: (1) centrality of critical reflection; purpose of rediscovering power; helping learners develop an awareness… to transform society and their own reality; (2) liberating approach to teaching - acts of cognition vs transferal of information; (3) horizontal student-teacher relationship (placing teachers and students on equal footing.
Each of the above phrases marks a significant paradigm shift from traditional education norms I experienced from kindergarten until entering graduate school. I entered the MIST program to set out on a path to learn to design and implement the most effective “learning tools” possible, to learn to experience things in new ways. I believe a lofty goal as an instructional designer is to do my best to make the learning process as exciting and stress free as it is empowering for our learners. Which brings me to one of the four additional views of transformational learning address by Taylor: neurological perspective on transformative learning.
With neurological perspective on transformative learning, Taylor suggests that the brain changes structurally with learning. How cool is that! He states that these finding bring into question traditional learning theories (like behaviorism, cognitive, and constructivism). Learning, instead, is viewed to occur through neurological pathways.
In my view, Taylor’s neurological perspective on transformative learning transforms the process of learning from a multitude of traditional subjective learning theories into a much more scientific realm. In this realm, learning is seen as curiosity based, discovery driven, and mentor assisted – and most effective at higher cognitive levels.
What appeals to me most, however, what is the first of five elements of neurological approach where he writes that transformative learning (1) requires discomfort prior to discovery; (2) is rooted in students needs, interest and experiences; (3) is strengthened by emotive, sensory, and kinesthetic experiences; (4) appreciates the differences in learning between males and females; and (5) demands that educators acquire an understanding of… neurological systems.
I have experienced what Taylor calls “discomfort prior to discovery,” it is insightful to learn that this is part of the natural neurological process. Earlier in this section, he provides physiological details of the autonomic nervous system, which lends even more objectivity to his neurological perspective on transformative learning.
The question I have is how to approach learning as a learner, instructor and instructional designer to transform and/or otherwise most effectively deal with the discomfort learners experience prior to discovery (as noted as element 1 above). I know first hand, the discomfort (some would say pain) experienced prior to discovery often leads to procrastination (which could also be termed pain-avoidance). I see this as a perceived (if not actual) negative hurdle to overcome (time and time again) in learning.
Finding a way to turn this discomfort into a positive experience – would be one of the most significant transformational changes in learning.
Dana
Merriam and Taylor have written about the adult learner. People are living longer, continuing to work, and to learn. Their interests will have an impact on policies and politics. Many factors are taken into account on what and how the adult learner is successful. There are contributing factors not taken into consideration today, but they will be in the future.
Regarding several Alternative Conceptions of Transformative Learning, Taylor writes of three teaching approaches central to transformative learning. These approaches include: (1) centrality of critical reflection; purpose of rediscovering power; helping learners develop an awareness… to transform society and their own reality; (2) liberating approach to teaching - acts of cognition vs transferal of information; (3) horizontal student-teacher relationship (placing teachers and students on equal footing.
Each of the above phrases marks a significant paradigm shift from traditional education norms I experienced from kindergarten until entering graduate school. I entered the MIST program to set out on a path to learn to design and implement the most effective “learning tools” possible, to learn to experience things in new ways. I believe a lofty goal as an instructional designer is to do my best to make the learning process as exciting and stress free as it is empowering for our learners. Which brings me to one of the four additional views of transformational learning address by Taylor: neurological perspective on transformative learning.
With neurological perspective on transformative learning, Taylor suggests that the brain changes structurally with learning. How cool is that! He states that these finding bring into question traditional learning theories (like behaviorism, cognitive, and constructivism). Learning, instead, is viewed to occur through neurological pathways.
In my view, Taylor’s neurological perspective on transformative learning transforms the process of learning from a multitude of traditional subjective learning theories into a much more scientific realm. In this realm, learning is seen as curiosity based, discovery driven, and mentor assisted – and most effective at higher cognitive levels.
What appeals to me most, however, what is the first of five elements of neurological approach where he writes that transformative learning (1) requires discomfort prior to discovery; (2) is rooted in students needs, interest and experiences; (3) is strengthened by emotive, sensory, and kinesthetic experiences; (4) appreciates the differences in learning between males and females; and (5) demands that educators acquire an understanding of… neurological systems.
I have experienced what Taylor calls “discomfort prior to discovery,” it is insightful to learn that this is part of the natural neurological process. Earlier in this section, he provides physiological details of the autonomic nervous system, which lends even more objectivity to his neurological perspective on transformative learning.
The question I have is how to approach learning as a learner, instructor and instructional designer to transform and/or otherwise most effectively deal with the discomfort learners experience prior to discovery (as noted as element 1 above). I know first hand, the discomfort (some would say pain) experienced prior to discovery often leads to procrastination (which could also be termed pain-avoidance). I see this as a perceived (if not actual) negative hurdle to overcome (time and time again) in learning.
Finding a way to turn this discomfort into a positive experience – would be one of the most significant transformational changes in learning.
Dana
| adult_learning_payne.pdf |
Reply from Donald Fischer, Ph.D.
"There is a lot here. Given declining birth rates as societies get richer, unless high birth rates continue among newly-arriving (in terms of influence) population groups, older people will have to, and probably want to, continue working. Adults can learn, including people in their 70's and beyond. How they learn and how will they stay abreast and even anticipate change so that our education and training systems can meet these needs provide a great area of research.
Your reading of Taylor is very informative. Map what he says against Schumann. I would equate the discomfort which Taylor postulates theoretically with Schumann's look at the motivational aspect of desire and Skinner's operant condition where is provides visibility of a desirable consequence as a motivation to learn. As an example, I watched Arthur Godfrey play the ukulele and wanted to do it. My grandmother bought me one and I taught myself, playing and singing in the 5th grade with a little girl I really liked which led to wanting to learn the guitar which has stayed with me all my life. I had a vision and then to the steps to achieve my desire which led to recognition, sense of accomplishment and just kept on. Powerful stuff." (Fischer, 2016).
Your reading of Taylor is very informative. Map what he says against Schumann. I would equate the discomfort which Taylor postulates theoretically with Schumann's look at the motivational aspect of desire and Skinner's operant condition where is provides visibility of a desirable consequence as a motivation to learn. As an example, I watched Arthur Godfrey play the ukulele and wanted to do it. My grandmother bought me one and I taught myself, playing and singing in the 5th grade with a little girl I really liked which led to wanting to learn the guitar which has stayed with me all my life. I had a vision and then to the steps to achieve my desire which led to recognition, sense of accomplishment and just kept on. Powerful stuff." (Fischer, 2016).
Virtual Office Hours: Schumann, Skinner, Churchland, and Gredler
Movie/Book, The Men Who Stare at Goats, (2009). A man claims to have been a member of The U.S. Army's New Earth Army, that utilizes paranormal powers. Recommended by Professor Donald Fischer, PhD (2016). http://www.imdb.com/title/tt1234548/
Map experiences against the theories you are encountering.
When learning is rewarding.
Summary Gredler is available to read below.
Map experiences against the theories you are encountering.
- Guthrie: some in the group may learn to succeed, others may learn to avoid.
- Gredler: critique of constructivism.
When learning is rewarding.
- Schumann
- Skinner
- Churchland
Summary Gredler is available to read below.