Understanding Learning Theories that can be used in developing continuing professional development training programs

1. Transfer of Adult Learning
Theories into Practice

2. Theories

4. Theories as Perspectives
Behaviorism Congnitivism Constructivism
Description Mind is black box
Pavlov
Skinner: S-R
Mind is computer Mind is Rizhome
(interconnected
nodes)
learning Regular, expected
responses
Recall of stored
information
Building knowledge by
doing; active learning
Instruction Repetition, reinforcement
(Rewards and
punishment)
Grab attention and help
storage
Guiding problem
solving

5. Humanistic
Learning Theory
Experiential
Learning Theory
Social Learning
Theory
Description Considering learners as
human being with needs
(Maslow’s Hierarchy of
Needs)
how experience is
translated through
reflection into concepts
that turns to new
learning
(Kolp)
observing and
modeling the
behaviors, attitudes,
and emotional
reactions of others
learning the drive to learn is
intrinsic
(Learning is dependent
upon meeting a hierarchy
of needs)
concrete experience
(CE), reflective
observation (RO),
abstract
conceptualization (AC)
and active
experimentation
observational
learning are:
Attention, Retention,
Motor Reproduction
and Motivation
Instruction Provide a reason and
motivation for each task
plan, act, observe and
reflect
cognitive and
behavioral
frameworks

8. Learning
Learning can be defined generally as the
process of gaining knowledge or skills
Learning helps us move from novices to experts
Learning allows us to gain new knowledge and
abilities

9. How does learning look like?

11. Learning
• Learning is about ideas and concepts
• Learning is about behaviors and skills
• Learning is about attitudes and values

12. Adult Learning

13. Adult Learning
Adult learning refers to the participation of adults in
learning experiences/activities to effect change in
attitude, knowledge, skills, behavior, thinking and
productivity

14. What they want…When they want… and How they
want…
Adult learners have their own style of learning
Adults are goal directed
Adults bring experiences and Knowledge to
learning experience
Most Adults are self-directed learners;
they want to learn:

15. Adult learners
Commit to learning when the goals and objectives are
considered realistic and important
Want to be the origin of their own learning
Need concrete experiences to apply learning in real
work
Need feedback

16. Some useful adult learning models
Andragogy (Malcolm Knowles)
Self-directed Learning (Stephen Brookfield)
Experiential Learning (David Kolb)
Sensing, Watching, Thinking, Doing

17. Cone of learning

20. Andragogy
Help students
define needs
Help students
define objectives
Organize learning
in relation to needs
Foster student
decision making
Encourage self-
evaluation
Foster a reflective
approachFacilitate problem
posing and solving
Reinforce student
self-concept
Emphasis experimental
methods
Help with choices
and choosing
Decrease teacher
dependency
Help
students use
resources

21. Andragogy Vs Pedagogy
- Increasingly self-directed
- Teacher as guide & facilitator
- Wealth of life experiences
- Readiness to learn
- Problem-centered learning
- Motivation is internal, for real
life benefits
- Dependent of teacher
- Teacher as authority figure
- Limited experience
- Readiness to learn
determined by age level
- Subject-centered learning
- Motivation by external
rewards & Punishments

22. Application of Adult Theory into a training
Session???
A -ssist trainers in planning, implementation and evaluating learners’
training
D -esign an interactive, learner-oriented and self-directed training
sessions
U -nderstand better how to relate, handle, deal and support adults
with trust, respect and interest
L -earn to develop the skills of listening, attending, observing and art
of questioning
T -arget learning needs of adult learners
S -et a positive teaching-learning atmosphere

23. Key principles to adult learning
Learners need to know:
- Why, what, how?
- Self-directed learning
- Prior experience
- Readiness to learn
- Motivation to learning

24. Motivation
Demonstrate enthusiasm
Require good performance
Promote achievement and success
Provide relevancy
Use positive reinforcement
Correct with sensitivity and empathy
Encourage, Encourage, Encourage

26. Learning by doing…
I hear and I forget..
I see and I remember..
I do and I understand