David Kolb and Roger Fry provided a well-known conceptual framework outlining his four elements of the experiential learning circle. His elements included “concrete experience, observation and experience, forming abstract concepts, and testing in new situations”. Kolb and Fry’s model stressed the “role experience plays in learning….desiring to “distinguish it from cognitive theories of the learning process”. The author of the article I reviewed made mention of two aspects Kolb felt were important to note regarding experiential learning, “the use of concrete, ‘here-and-now’ experience to test ideas; and use of feedback to change practices and theories”. This supports my conviction that theory informs practice and practice informs theory. Based on my solely theoretical graduate program and coupled with practical skill development opportunities through an undergraduate program I administer, I developed my educational training program to capitalize and enrich my learners’ learning experience. More importantly however, I wanted my learners to not only understand the concepts and theories underlying the applicability of skill development, I needed them to be able to transfer those skills into critical thinking and analysis of each conflictual situation they encountered. Problem-solving both internal and external requires knowing not just ‘what to do’, but how to do and the why of doing if these skills are to serve learners for life and dare I hope ‘transform’ their perspective on their relationship with themselves and with others.
Daniel Goleman was recently asked a question on his blog whereby the inquirer asked, “Is EI also crucial to a student’s success in the classroom, and if so, why? Because emotional intelligence, along with identity lies at the heart of my educational training program, I was immediately drawn to Mr. Goleman’s answer in the context of learner’s experience in the classroom. I feel as he states, “EI is crucial for all life success…so whether in the workplace or the classroom, managing our emotions is the prerequisite to learning and focus”. Because I believe so strongly in the absolute power of the human brain and believe in assisting that brain in the ability to focus, I am known to say, understand, manage and utilize your emotions so that our human emotions can be channeled into supporting our neo-cortex or as Mr. Goleman’s call it, our “thinking centers”. Potential hijackers include human communications and our emotions that can take our relationship with ourselves and others ‘sideways’. As a result, right after module 1 where we explore identity, the second module of my program focuses entirely on getting to know, understand, manage and utilize our ‘emotional brain’. This is a must before I move learners onto module 3 and 4 focusing on communications in our relationships and intercultural communications, within the context of social intelligence. Once again, Daniel Goleman has reconfirmed my commitment to sharing my understanding and experience of emotional (and social) intelligence (within a intrapersonal and interpersonal framework) with my learners.
I was not surprised to discover that all of the strategies for creating a positive learning environment for learners were also directly related to the motivation of adult learners. It made sense that in order to motivate learners you would need to take care of their needs first (remember Maslow’s Hierarchy of Needs), and this in turn creates a positive learning environment. This can be even more important in situations where you are trying to motivate students to learn about something that they have created a particular bias to (such as blogs J) or worse, have endured a bad experience with the subject matter. We’ve talked about instructors taking care not to ‘do harm’ through their instructional practice and therein also lies an opportunity for an instructor to ‘undo harm’. In his 1998 book, Five Perspectives on Teaching in Adult and Higher Education, Daniel D. Pratt tells of a time when he had taken a stats course where he stated, “Jackson {math instructor} had guided us toward a belief that we could learn stats, if we were given a context that would not prove humiliating or harmful to us. However, unlike many teachers before him, Jackson had not only done no harm, he had helped to undo harm: he had helped us heal” (p. 158). Finally, the article I read with respect to creating a positive learning environment mentioned four factors that would motivate adult learners to include inclusion, meaning, attitude and competence. These factors close the final loop from creating a positive learning environment back to adult learner characteristics, whereby adult learners must feel accepted as peers, relate what they are learning back to their life experience and goals (meaning), feel that they are respected and seen by me and other participants as “knowers” as well as “learners” through open attitudes (according to Daniel D. Pratt), and competent to see value and be successful in their learning. I am reminded by this article to walk the talk, practice what I preach etc., whereby I must model the self-awareness I ask others to have and be mindful always of the ‘double-edged sword’ I wield as a facilitator.
A positive learning environment is created when learner needs are satisfied; they often vary per individual and in this, they are the same. In describing the ideal classroom practice setting, Merriam & Bierema (2014) stated, “Such a space is safe, open, supportive, and in Vella’s words, “sacred” (2000), where each can listen to others’ experience without judgement” (p. 96). Understanding the characteristics of adult learners is critical and directly relational to both their needs and the strategies required in establishing a positive learning environment. This article provides well-defined actionable items that correlate back to the identified learner needs. It provides a great frame of reference that I can use to ‘test’ my awareness of the learning environment that will best support my program participants and my instructional strategic planning.
Adult learners have a number of characteristics that are distinct from traditional age or youth learners. Of those, four stood out for me as those that instructors of adults could be mindful of when designing and delivering effective programs for adult learners. Adults have life experience that functions as a key resource when they undertake any new learning effort. They view new knowledge and skill application to prior learning and their well-developed body of knowledge. For adult learners, the role of 'student' is secondary in their lives among their multiple roles while among traditional age or youth learners, the role of student is their most salient social role and underpins their self-identity. This traditional age learner is also much more idealistic than adult learners who are often much more resistant to change. Finally, there exists a greater variance in both age and experience among adult learners than tends to exist among traditional age learners. These and other distinctive needs of adult learners must impact both the design and delivery of well-received and productive educational programs. For me, my classroom instruction will continue to draw out the experiences of my participants through discussion of concepts and assist each to begin to relate new knowledge and skills to previously accepted or older concepts and learners' existing body of knowledge. In consideration of their existing time commitments and need for autonomy, I will need to be flexible and organic in design and delivery methods as well as mindful timing of requirements, assignments and activities. Changes expressed in new concepts and theory delivery must include their rationale. A mixed-methodology approach to classroom delivery will provide all participants with a variety of engagement opportunities that will support participants to interact between themselves and share their personal experience and perspectives.
timeshighereducation.com/news/virtual-reality-could-it-revolutionise-higher-education
I work at a university that predominately offers blended programs that rely on technology for their delivery, As such, many of our teaching staff and associate faculty have been steadily progressing from in-class instruction to include online presentation. This transition has required their exploration of the application of a variety of technical presentation tools to enhance their teaching and engage their learners. At this point in time, I know of only 1 instructor who is actively exploring the concept of including virtual reality in her instructional toolbox. The institution itself has not yet made that leap between the gaming/entertainment industry and the academic environment despite what the article points out are additional benefits beyond those that apply to the learners and instructors by way of maximizing space and other on-campus resources. Perhaps because my son has been involved with the gaming world since the age of 11 and even got his first job teaching others how to play, I have been heavily influenced by my observation of his skill development to include increased motor skills, team work, planning, problem solving to name a few, that I see the potential to use virtual reality in my educational training program. It has been said that younger adults who grew up with technology are more comfortable and prefer learning online and perhaps, as the article suggests, a virtual reality environment can 'level the playing field' when it comes to styles of learning, lack of social skills etc. (remember the Braid Paisley song, "I'm so much cooler online"?) That said, therein lies the dilemma; while I favour maximizing the instructor's toolbox to meet learner needs and assist their learning; I do agree with the article that the addition of virtual reality technology may indeed further restrict social skill development. I also question the acceptance of virtual reality technology in adult education due to the different characteristics of adult learners. As with most things, moderation is key - a mixed methodology approach utilizing a variety of tools may always provide balance in instruction. Amanda Klassen and I talked about the increased use and application of technology as a trend in both of our ‘fields’. In that context, we discussed our shared interest in the development of ‘soft skills’ as a balance to the expanding use of technology from two different perspectives. Mine from within an academic institution and hers from within a product and service driven business. We found an agreement on achieving a balance in the use of technology (heavily relied on in both of our places of work) with customer service and relationship development. We discussed the trend of student-centered learning from a context of ‘customer service’ with respect to consumer demand (technology to fit individual lifestyles) and (individualized education planning to fit learners’ schedules and needs). Finally we spoke about our plans for the new role of trainer and educator that we both hoped to move into from our current administrative roles in the near future. We touched on some of the mutual concerns we shared about providing employees and colleagues from younger generations who are displaying increased levels of anxiety, stress and little to no resiliency or coping skills. This status will impact how we will engage with our learners and what we may be required to focus on in support of their learning, empowerment and transformative leadership were two terms that came to mind.
As this article mentions, there are a dizzying array of new terms associated with the practice of both teaching and learning. They are constantly evolving due to new technology, consumer demand, availability of new resources, advances in neuroscience etc. Online and flexible learning is the standard at the university I work at and where I received my degree. Royal Roads University was actually one of the pioneers of the blended learning model offering a hybrid of on-campus and distance components of each of their programs with a focus on asynchronous and flexible learning. The university is mandated to provide its' students with choice in their education methodology. Many of our faculty are now broadening the delivery of their blended programs using a flipped classroom approach and expanding their use of the variety of technology available to them through the assistance of highly skilled instructional learning technicians. For my own facilitation, I hope to engage young adult learners through the use of gamification, simulation and immersive learning environments to maximize students' learning experience.
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