Adult Learning: (बयस्क सिकाई) Principles and Practices Uttam Acharya

Objectives Explain adult learning principles Describe learning styles At the end of the session participants will be able to: Explain adult learning principles Describe learning styles Apply adult learning principles in training

Preview What is learning? Concept of Learning Experiential Learning Motivation for learning Barriers of Learning Reinforcement Retention Transference Tips of AL

ADULT Adult learning?

Discussions How we Learn ??? What is Learning?

Learning There are many different theories of how people learn. How trainees learn and also how you teach in educational programs. It is interesting to think about our own particular way of learning and to recognize that everyone does not learn the way we do.

Learning ?

Learning Burns conceives of learning as a relatively permanent change in behavior with behavior including both Observable activity and Internal processes such as thinking, attitudes and emotions.'

Sensory Stimulation Theory People learn more when more of their senses are involved. By stimulating the senses, especially the visual sense, learning can be enhanced : a greater variety of colors, volume levels, strong statements, facts presented visually 11

You can lead a horse to water, but you can't make it drink

Motivate to learn

Experiential learning Cycle: Kolb proposed a four-stage learning process:

Experiential Learning Concrete experience (Learning, experience, personal involvement, more on feelings, open minded, self ability) Reflective observation (Rely on patience, objectivity, own thought, giving opinions, meaning of things, careful judgment, Watching and listening ) Abstract conceptualization (Logic and ideas rather than feeling, develop theories, intellectual understanding, systematic planning: Thinking) Active experimentation (Take practical approach, risk taking, through actions/doing, seeing result)

Characteristics of Adult Discussion

Characteristics Autonomy. Adults typically prefer a sense of control and self- direction. They like options and choice in their learning environment. Goal-oriented. Many adults have specific goals they are trying to achieve. They prefer learning activities that help them reach their goals. Practical. Adults in the workplace prefer practical knowledge and experiences Competence and mastery. Adults like to gain competence in workplace skills as it boosts confidence and improves self-esteem. Learning by experience. Many adults prefer to learn by doing rather than listening to lectures. Wealth of Knowledge. Try to store of knowledge and experiences to use in learning situation. Purposeful. Adults want to know the purpose of training and the motivation underlying an organization’s training initiative.

Characteristics Emotional Barriers.  Emotions can interfere with the learning process- love,anger , anxiety etc Results-oriented. ..can drop out of voluntary learning if their expectations aren’t met. Outside responsibilities. Numerous responsibilities and commitments to family, friends, community and work can affect learning Potential physical limitations. Depending on their age and physical condition, adult learners may acquire psychomotor skills more slowly than younger students and have more difficulties reading small fonts and seeing small images on the computer screen. Big Picture. Adults require the big picture view of what they’re learning. They need to know how the small parts fit into the larger landscape. Responsible for Self. Adult learners often take responsibility for their own success or failure at learning. Need for Community. Many self-directed adult learners prefer a learning community with whom they can interact and discuss questions and issues.

Adult Learning Adult learners bring a great deal of experience to the learning environment. Trainers can use this as a resource. Adults expect to have a high degree of influence on what they are to be trained for, and how they are to be trained. The active participation of learners should be encouraged in designing and implementing training programs.

Adult learning Adult learners expect to have a high degree of influence on how learning will be evaluated. Adults expect their responses to be acted upon when asked for feedback on the progress of the program. By adulthood people are self-directing. This is the concept that lies at the heart of andragogy.

An adult's emotional response can affect learning Some adults can approach formal educational settings with anxiety and feelings of high or low self-efficacy. for example: given two adults in a classroom where an exercise is about to begin, one individual may interpret the exercise in such a way that leads to a feeling of 'excitement', while the other person interprets the exercise in such a way that leads to the feeling of 'embarrassment'.

Adults have special needs Compared to children , adults have special needs and requirements as learners. Adults are self directed , goal-oriented: this will help them attain their goals Adults are relevancy-oriented Adults are practical oriented to be applicable to their work Own theory Seeking benefits Feedback Testing Reinforce

Motivating factors(उत्प्रेरणा गर्ने तत्वहरु) to Learn

Motivation for adult learning: Personal advancement (व्यक्तिगत उन्नति) Social relationships (सामाजिक सम्बन्ध) External expectations(बाह्य इच्छा) Social welfare(सामाजिक कल्याण) Cognitive interest/hobbies (बौद्धिक चाख/शोख) Others ?

Barriers to Learn???? (सिकाईका अवरोधहरु) … …..

Barriers of learning(सिकाईका अवरोधहरु) to adults Responsibilities, Lack of time, Money, Confidence, Interest, Lack of information Opportunities to learn, Scheduling, Problems with child care and transportation. Others

Critical Elements for Learning People learn at different level of speeds, so it is natural for them to be anxious or nervous when faced with a learning situation. Positive reinforcement (सकारात्मक सबलीकरण) by the trainer can enhance learning. There are four critical elements of learning that must be addressed to ensure that participants learn. These elements are Motivation (उत्प्रेरणा) Reinforcement (सबलीक्रित) Retention Transference (सार्न सकिने)

Motivation. Set a feeling or tone with . Trainers should try to establish a friendly, open atmosphere that shows the participants they will help them learn. Set an appropriate level of concern. Set an appropriate level of difficulty. The degree of difficulty should be set high enough to challenge participants but not so high that they become frustrated by information overload..

Reinforcement. Reinforcement is a very necessary part of the teaching/learning process; through it, trainers encourage correct modes of behavior and performance. Positive reinforcement is normally used by trainers who are helping to learn participants new skills. As the name implies, positive reinforcement is "good" and reinforces "good" (or positive) behavior. Negative reinforcement.

If trainees demonstrate correct (desired) performance Retention. If trainees demonstrate correct (desired) performance They should be urged to practice to maintain the desired performance.

Transference. Positive transference occurs when the participants use the behavior learned in the course. Negative transference, again like negative reinforcement, occurs when the participants do not do what they are told not to do.

Adult Learning Principles Principle one: Build on local experience; use the knowledge within the group/individual. Principle two: Make the learning environment comfortable and encouraging. Principle three: Ensure that the learning activity meets the needs and relates to the problems of the client group. Principle four: Involve the audience in planning their own learning experience.

Adult Learning Principles Principle five: Activities need to actively involve people, be stimulating and participatory. Principle six: Allow time for people to reflect on what they are learning, take difficult subjects slowly and always be open to questioning. Principle seven: Build group and individual confidence by letting them know they are right, building a confidence that they are making progress towards their learning goals. Principle eight: Learning must involve effective two-way communication

Queries Thank you