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The Adult Learner: Chapter Outlines and Main Points

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Mike Ramsey
Mike Ramsey

This is a 200 slide presentation outlining the book The Adult Learner by Malcolm Knowles. As you may know this book is some dry reading so I and my peers converted it into a four hour lecture. This was in 2004 and our powerpoint skills were basic. I hope this helps you with some insight into androgogy and the adult learner as well as some insight to the leading minds of the time. Content created by: Brian Shearer, Rufus Brown, David Koleson, Jason Howsare, Karl Kilthau, and Mike Ramsey

EducationTechnology
1 of 207
 
 
Introduction
Objectives ,[object Object],[object Object],[object Object],[object Object]
Plan for the Book, Adult Learners ,[object Object],[object Object],[object Object],[object Object],[object Object]
Plan for the Book, Adult Learners ,[object Object],[object Object],[object Object],[object Object],[object Object]
Plan for the Book, Adult Learners ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Goals and Purposes for Learning ,[object Object],[object Object],[object Object]
Individual and Situational Differences ,[object Object],[object Object],[object Object]
Andragogy: Core Adult Learning Principles ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Andragogy: Core Adult Learning Principles ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Andragogy: Core Adult Learning Principles ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Summary ,[object Object],[object Object],[object Object],[object Object]
 
Exploring the World of Learning Theory
OBJECTIVES ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What is a theory? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object]
Education vs. Learning ,[object Object],[object Object],[object Object]
Education ,[object Object]
Learning ,[object Object]
Behavioral Change vs. Growth ,[object Object],[object Object]
Humanistic psychology ,[object Object],[object Object],[object Object],[object Object],[object Object]
Summary ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Theories of Learning
Objectives ,[object Object],[object Object],[object Object],[object Object],[object Object]
Difference Between Propounders and Interpreters ,[object Object],[object Object]
Major Types of Theories ,[object Object],[object Object]
Part and Whole Models of Development ,[object Object],[object Object]
Theories based on an Elemental Model ,[object Object],[object Object],[object Object],[object Object]
Theories based on an Elemental Model ,[object Object],[object Object],[object Object],[object Object],[object Object]
Theories Based on a Holistic Model. ,[object Object],[object Object],[object Object],[object Object],[object Object]
Theories Based on a Holistic Model. ,[object Object],[object Object],[object Object],[object Object],[object Object]
Theories Based on a Holistic Model. ,[object Object],[object Object]
Summary ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
A Theory of Adult Learning: Andragogy
Great Teachers of Ancient Times ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Streams of Inquiry ,[object Object],[object Object],[object Object],[object Object]
Lindeman’s Key Assumptions ,[object Object],[object Object],[object Object],[object Object],[object Object]
Carl Rogers ,[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Clinical Psychology ,[object Object],[object Object],[object Object],[object Object],[object Object]
Sigmund Freud ,[object Object]
Carl Jung ,[object Object],[object Object],[object Object],[object Object],[object Object]
Erik Erikson ,[object Object],[object Object],[object Object]
 
Theories of Teaching
Objectives ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Principles of Teaching From Theories of Learning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],The way a teacher learns
Hilgard’s 20 Principles
From Animals and Children ,[object Object],[object Object]
Carl Rogers ,[object Object]
Guidelines for the Facilitation of Learning: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Contrasting Ideas ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Key Concepts of Dewey’s Teaching ,[object Object],[object Object],[object Object],[object Object]
Jerome Bruner ,[object Object],[object Object],[object Object],[object Object],[object Object]
Teaching through modeling ,[object Object],[object Object],[object Object]
Perspective Transformation & Critical Reflectivity ,[object Object],[object Object],[object Object],[object Object]
Change Theory ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Summary ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Adult Learning Within Human Resource Development
Objectives ,[object Object],[object Object],[object Object],[object Object],[object Object]
HRD Goals ,[object Object],[object Object],[object Object],[object Object]
HRD Goals ,[object Object],[object Object],[object Object],[object Object],[object Object]
How HRD can improve performance ,[object Object],[object Object],[object Object],[object Object]
How HRD can improve performance ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Relationship between HRD and Adult Learning Goals ,[object Object],[object Object],[object Object],[object Object]
Relationship between HRD and adult learning HRD Goals ,[object Object],[object Object],[object Object],[object Object],[object Object]
Premise of individuals controlling their own learning ,[object Object],[object Object],[object Object]
Four phases of the adult learning plan ,[object Object],[object Object],[object Object],[object Object],[object Object],Phase 2 - Create
Four phases of the adult learning plan continued ,[object Object],[object Object],[object Object],[object Object],[object Object],Phase 4 - Evaluate
Summary ,[object Object],[object Object],[object Object],[object Object],[object Object]
 
 
New Perspectives on Andragogy
Objectives ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What Learners Need to Know ,[object Object],[object Object],[object Object],[object Object],[object Object]
What Learners Need to Know ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What Learners Need to Know ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Self-directed learning (Grow’s Stages of Learning Theory) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Self-directed learning (Grow’s Stages of Learning Theory) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Self-directed learning (Grow’s Stages of Learning Theory) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Self-directed learning (Grow’s Stages of Learning Theory) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Prior Experiences of the Learner ,[object Object],[object Object],[object Object],[object Object],[object Object]
Prior Experiences of the Learner ,[object Object],[object Object],[object Object],[object Object],[object Object]
Prior Experiences of the Learner ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Prior Experiences of the Learner ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Prior Experiences of the Learner ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Readiness to Learn ,[object Object],[object Object],[object Object],[object Object],[object Object]
Readiness to Learn ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Orientation to Learning and Problem Solving ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Orientation to Learning and Problem Solving ,[object Object],[object Object],[object Object],[object Object],[object Object]
Orientation to Learning and Problem Solving ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Motivation to Learn ,[object Object],[object Object],[object Object],[object Object],[object Object]
Motivation to Learn ,[object Object],[object Object],[object Object],[object Object]
Motivation to Learn ,[object Object],[object Object],[object Object],[object Object],[object Object]
Summary ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Beyond Andragogy
Objectives ,[object Object],[object Object],[object Object],[object Object]
Individual Learner Differences ,[object Object],[object Object],[object Object]
Individual Learner Differences (Cognitive) ,[object Object],[object Object],[object Object],[object Object],[object Object]
Learning how to learn ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Developmental perspectives on adult learning ,[object Object],[object Object],[object Object],[object Object]
Development theory impact ,[object Object],[object Object],[object Object],[object Object],[object Object]
Summary ,[object Object],[object Object],[object Object],[object Object]
 
Andragogy in Practice
Objectives ,[object Object],[object Object],[object Object]
Value of adult learners ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Andragogy in practice (Knowles, Holton, and Swason, 1998)
Flexibility of Andragogy ,[object Object],[object Object],[object Object]
Summary ,[object Object],[object Object],[object Object]
 
Whole – Part – Whole Learning Models
Objectives ,[object Object],[object Object],[object Object],[object Object],[object Object]
WPW Learning Models ,[object Object],[object Object],[object Object],[object Object]
WPW Model Overview ,[object Object],[object Object],[object Object],[object Object]
First whole of WPW ,[object Object],[object Object],[object Object]
First whole of WPW ,[object Object],[object Object],[object Object],[object Object],[object Object]
First whole of WPW ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Second whole of WPW ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Role of the “parts” component of WPW ,[object Object],[object Object],[object Object]
Summary ,[object Object],[object Object],[object Object],[object Object]
 
From Teacher to Facilitator of Learning
Objectives ,[object Object],[object Object]
Roles of a teacher ,[object Object],[object Object],[object Object],[object Object]
Roles of a facilitator of learning ,[object Object],[object Object]
Summary ,[object Object],[object Object]
 
Making Things Happen by Releasing the Energy of Others
Objectives ,[object Object],[object Object],[object Object]
Behavioral Characteristics of Creative Leaders ,[object Object],[object Object],[object Object],[object Object]
Behavioral Characteristics of Creative Leaders (cont.) ,[object Object],[object Object],[object Object],[object Object]
Assumptions Implicit in Current Education and About Human Nature for Theory “X”. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Assumptions Implicit in Current Education and About Human Nature for Theory “X” ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Assumptions Relevant to Significant Experiential Learning and About Human Nature for Theory “Y” ,[object Object],[object Object],[object Object],[object Object]
Assumptions Relevant to Significant Experiential Learning and About Human Nature for Theory “Y” ,[object Object],[object Object],[object Object],[object Object]
Assumptions Relevant to Significant Experiential Learning and About Human Nature for Theory “Y” ,[object Object],[object Object],[object Object],[object Object]
Assumptions Relevant to Significant Experiential Learning and About Human Nature for Theory “Y” ,[object Object],[object Object],[object Object],[object Object]
The Characteristics of Static and Innovative Organizations ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Characteristics of Static and Innovative Organizations ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Summary ,[object Object],[object Object],[object Object],[object Object],[object Object]
 
 
Some Guidelines for the Use of Learning Contracts
Objectives ,[object Object],[object Object]
Why we use learning contracts ,[object Object]
How to develop a learning contract ,[object Object],[object Object],[object Object],[object Object]
How to develop a learning contract continued ,[object Object],[object Object],[object Object],[object Object],[object Object]
How to develop a learning contract continued ,[object Object],[object Object],[object Object],[object Object]
How to develop a learning contract continued ,[object Object],[object Object],[object Object],[object Object]
Summary ,[object Object],[object Object]
 
Core Competency Diagnostic and Planning Guide
Self-Diagnostic Rating Scale Competencies for the Role of Adult Educator/Trainer ,[object Object]
Six point scale of Self Diagnostic
Model of the six point scale of Self-Diagnostic
 
Training Delivery Problems and Solutions
Objectives ,[object Object],[object Object],[object Object],[object Object]
The purpose of the study ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Methodology of the study ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Methodology of the study continued ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Difference between a novice and expert trainer ,[object Object],[object Object],[object Object],[object Object]
Expert solutions to common novice training problems ,[object Object],[object Object],[object Object],[object Object]
Expert solutions to common novice training problems continued ,[object Object],[object Object],[object Object],[object Object]
Expert solutions to common novice training problems continued ,[object Object],[object Object],[object Object],[object Object]
Expert solutions to common novice training problems continued ,[object Object],[object Object],[object Object],[object Object]
Expert solutions to common novice training problems continued ,[object Object],[object Object],[object Object],[object Object]
Expert solutions to common novice training problems continued ,[object Object],[object Object],[object Object]
Expert solutions to common novice training problems continued ,[object Object],[object Object],[object Object],[object Object]
Expert solutions to common novice training problems continued ,[object Object],[object Object],[object Object],[object Object],[object Object]
Expert solutions to common novice training problems continued ,[object Object],[object Object],[object Object]
Expert solutions to common novice training problems continued ,[object Object],[object Object],[object Object]
Expert solutions to common novice training problems continued ,[object Object],[object Object],[object Object],[object Object],[object Object]
Expert solutions to common novice training problems continued ,[object Object],[object Object],[object Object]
Expert solutions to common novice training problems continued ,[object Object],[object Object],[object Object],[object Object]
Expert solutions to common novice training problems continued ,[object Object],[object Object],[object Object],[object Object],[object Object]
Expert solutions to common novice training problems continued ,[object Object],[object Object],[object Object],[object Object]
Expert solutions to common novice training problems continued ,[object Object],[object Object],[object Object],[object Object],Dependence on notes
Summary ,[object Object],[object Object],[object Object],[object Object]
 
A Model for Developing Employee Work Effectiveness in New Roles and Environments
Objectives ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
New Employee Learning Taxonomies ,[object Object],[object Object],[object Object],[object Object],[object Object]
New Employee Learning Taxonomies ,[object Object],[object Object],[object Object],[object Object],[object Object]
New Employee Learning Taxonomies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Individual Domain ,[object Object],[object Object],[object Object]
People Domain ,[object Object],[object Object],[object Object]
Organizational Domain ,[object Object],[object Object],[object Object]
Work Task Domain ,[object Object],[object Object],[object Object]
New Employee Development System ,[object Object],[object Object],[object Object],[object Object]
Challenges for Educational Institutions ,[object Object],[object Object],[object Object],[object Object]
Summary ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Linking Learning and Performance in HRD
Objectives ,[object Object],[object Object],[object Object]
Four domains of performance for HRD/PI ,[object Object],[object Object],[object Object],[object Object]
Distinction between outcomes and drivers ,[object Object],[object Object]
Importance of HRD/PI in the pursuit of whole system improvement ,[object Object],[object Object],[object Object],[object Object],[object Object]
Summary ,[object Object],[object Object],[object Object]
 

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