Alan Clark True. As Dr. Sönke Ahrens says, "The one who does the effort does the learning."

What goes on in the mind is how learning happens, it is the learner that must do the learning.

I think what you mean is that when YOU are teaching, it does not mean OTHERS are learning.

What I meant was that when the LEARNER is doing the teaching, HE consolidates his own learning.

Comment link: https://www.linkedin.com/feed/update/urn:li:activity:7197621782743252992?commentUrn=urn%3Ali%3Acomment%3A%28activity%3A7197621782743252992%2C7198233333577699328%29&dashCommentUrn=urn%3Ali%3Afsd_comment%3A%287198233333577699328%2Curn%3Ali%3Aactivity%3A7197621782743252992%29

Link for Hypothes.is context: https://www.linkedin.com/feed/update/urn:li:activity:7197621782743252992/?commentUrn=urn:li:comment:(activity:7197621782743252992,7198233333577699328)&dashCommentUrn=urn:li:fsd_comment:(7198233333577699328,urn:li:activity:7197621782743252992)

adult learners' needs

Yolanda Gibb: How a mindset of Ambidextrous Creativity can get you generating AND exploiting your ideas?

https://lu.ma/poo355tg

Ambidextrous creativity is having a balance between exploration and subsequent exploitation of those explorations.

Small companies and individuals are good at exploration, but often less good at exploitation.

Triple loop learning<br /> this would visually form a spiral (versus overlap)<br /> - Single loop learning: doing things right (correcting mistakes)<br /> - double loop learning: doing the right things (causality)<br /> - triple loop learning: why these systems and processes (learning to learn)

Assets<br /> Relational capital * Structural capital - pkm is part of this<br /> there's value in a well structured PKM for a particualr thing as it's been used and tested over time; this is one of the issues with LYT or Second Brain (PARA, et al.) how well-tested are these? How well designed?<br /> * Structural capital is the part that stays at the office when all the people have gone home * Human Capital

Eleanor Konik

4 Es of cognition<br /> * embodied * embedded * enacted * extended<br /> by way of extra-cranial processes

see: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7250653/

Yolanda Gibb's book<br /> Entrepreneurship, Neurodiversity & Gender: Exploring Opportunities for Enterprise and Self-employment As Pathways to Fulfilling Lives https://www.amazon.com/Entrepreneurship-Neurodiversity-Gender-Opportunities-Self-employment/dp/1800430582

Tools: - Ryyan - for literature searches - NVIVO - Obsidian - many others including getting out into one's environment

NVIVO<br /> https://www.qsrinternational.com/nvivo-qualitative-data-analysis-software/home

a software program used for qualitative and mixed-methods research. Specifically, it is used for the analysis of unstructured text, audio, video, and image data, including (but not limited to) interviews, focus groups, surveys, social media, and journal articles.

Ryyan<br /> https://www.rayyan.ai/<br /> for organizing, managing, and accelerating collaborative literature reviews

https://en.wikipedia.org/wiki/Andragogy

Often the best way to close a unit of instruction is to invite students to showcase their process of learning, particularly if the unit features a hands-on component. I'd like to collaborate with a teacher who wants to have students use Book Creator to articulate their understanding of new knowledge/skills.

This resource gives a description of foundations in adult learning theory, discusses behaviorism, social development theory, and critical reflection. Knowledge in these theories can help set a foundation for an enriched online learning experience. Rating: 7/10

Study that describes learning strategies for adults to use and to engage in an online auction process. The findings can be great for researching learning strategies for adults.

Galustyan, O. V., Borovikova, Y. V., Polivaeva, N. P., Kodirov, B. R., & Zhirkova, G. P. (2019). E-learning within the Field of Andragogy. International Journal of Emerging Technologies in Learning, 14(9), 148–156. https://doi.org/10.3991/ijet.v14i09.10020

Gamification, that is, adding game features to an otherwise dry college course, helped get students engaged. Leaderboards were more effective than badges and points and for a longer time. People did seem to lose interest in the game after a while. 8/10

This short article links Anderson and McCormick's pedagogical principles for online learning with Knowles' andragogical assumptions about adult learning. 8/10

Outlines adult learning "theories": Andragogy, Transformational Learning, and Experiential Learning, and states that they are important to educational designers, but doesn't really connect them to instructional design, let alone e-design. 3/10

Adult learning theories for Instructional Designers - Article names adult learning "theories" (andragogy, neuroscience, experiential learning, SDL, and transformational learning). Discusses why these "theories" are relevant to ID. Rating 3/10

This article applies the principles of andragogy, self directed learning, experiential learning, transformational learning, and neuroscience (all of which seem rather similar), to low-skilled adults, who are likely to lack confidence about learning and who may be learning in bits of free time via cell phone. Emphasizes the importance of an instructor or coach, along with good use of technology. 8/10

Fidishun, a librarian and Penn State's satellite campuses, expands Knowles' 6 assumptions of andragogy, and draws out some of their implications for technology-based instruction for adults. This is short and to the point, but readers would benefit from the writer going into greater details. 7/10

Article discusses the ways that adult learning theory can be applied to the design of technology-rich learning environments. Discussion of andragogy is relevant and helpful. Rating 6/10

The author, Delores Fidishun, is the Head Librarian at Penn State Abington College and holds a doctorate in education. This article proposes that just adding technology to instruction is not enough. It must be intentional. Fidishun summarizes six assumptions of andragogy which include the learner's need to know, the learner's self-concept, the role of the learner's experience, a student's readiness to learn, the student's orientation to learning, and the student's motivation to learn.

Rating: 7/10

Discusses how to integrate andragogy while using technology in teaching and using principles of andragogy when designing technology-based instruction. Rate: 8/10

6 Assumptions of Andragogy according to Knowles, Holton, and Swanson (1) learners need to know the why, (2) learners must shift toward self direction, (3) foundational experience is crucial, (4) learning must be relevant, (5) stick to problem-based learning, and (6) motivation to learn can be leveraged. Rating 8/10

This article uses educational theory to examine why educators feel anxiety in association with learning and using new technologies and how best to teach new technologies without triggering anxiety. 7/10, good discussion of theories and methods along with reasoning.

The Article often compares Andragogy to Pedagogy and how they are different and should not be confused. The Article goes in depth into core assumptions of Andragogy.

8/10

This chapter defines andragogy and reviews the early foundations of adult learning theory. Previous adult learning research performed with multiple constraints demonstrated that circumstance (education, training, health, speed of response) may have more of an impact in learning than age. Studies also revealed that age impacts the ability to perform some cognitive functions yet has little impact on others. While the characteristics of the adult learner have remained relatively consistent, perspectives in classifying the topic and its principles have varied. In discussion of self-directed learning, the authors address related objectives, ethos, self-directed attributes, and assessment methods. The authors report a decline in literature focused on self-directed learning within adult education and advocate for continued investigation and research. 8/10

This article goes over a review of the literature related to integrating technology in higher education. It discusses traits of adult learners, andragogy and challenges to its theory and application. Provides references to use for further study. Rate: 5/10

Article explores technology usage among adult learners in higher education and how to optimize learning outcomes via tech tools in these settings. The author addresses educational/instructional design and the need for instructors to modify traditional approaches. Rating 6/10

Article critiques the "big sell" of MOOCs claiming that MOOCs are an oversell in terms of access and change in educational practice. Author explores these assertions though the lens of andragogy, ultimately finding that while there is potential in MOOCs, these environments are not being utilized to their greatest potential. Rating 8/10

Author explores characteristics of adult learners respective to online learning environments. Andragogy is discussed as a theory, along with SDL and transformational and experiential learning. Author applies theory to design of physical environments to produce optimal circumstances for adult learning. Rating 8/10

This article does a excellent job breaking down what Malcom Knowles has to say about Andragogy. It gives examples and details of each of his six principles. The author ends by talking about how to take Andragogy from theory to practice.

10/10

Article discusses andragogy according to Knowles. Note: states that andragogy is an attempt to develop a theory. Limited information here. Rating 2/10

Article provides an in depth discussion of learning theories as applied to adult learners. Diagrams are particularly helpful. Clear discussion of Knowles, i.e., how adult and child learning differs. Rating 8/10

Six assumption of andragogy by Knowles, Holten, and Swanson are included to further the readers understanding of andragogy followed by useful ways of incorporating the six assumptions into instruction 4/5

A comprehensive list of articles and textbooks that relate to andragogy and is broken down into subgroups that include adult learning, meeting different expectations, and many more! 5/5

can we assume all adult learners are intrinsically motivated?

Underlying assumptions

Malcolm Knowles, 1968

This webpage, under the Office of Personnel Management (OPM) .gov site, provides an extensive list of technology resources that can be and have been implemented into a variety of employee deveolpment programs. These tools allow for more personalized learning, active participation, collaboration, and communication.In the first section of the site, examples of Web 2.0 tools are listed that can promote collaboration and constructive learning. You can also find technologies that are used in specific sectors, such as the Federal Government and the Private Sector. Clicking on the links redirects you to additional resources on the tech tools, including how to use them effectively and professionally for employee training. Rating 10/10

This website provides technology teaching resources as part of the Southern Methodist University (SMU) Center for Teaching Excellence. Users can find informational links to various technology tools that can be used for enhancing teaching and learning in online, hybrid, or face-to-face courses. On the right of the page under "Technology," users can click on the tech tools for additional resources/research on their implementation. Examples of these technologies include Blackboard LMS, PowerPoint presentation software, Google Suite products, blogs, and social media sites. Rating 8/10

This research article explores an andragogical method of learning for the in-service training of nurses. In a study of a training period for 35 nurses, research found an empowering model of education that was characterized by self-directed learning and practical learning. This model suggests active participation, motivation, and problem-solving as key indicators of effective training for nurses. Rating 8/10

Instruction Librarians from the Twin Cities Campus Library created this instructional gudie as a workshop for implementing technology for adult learning. First, the authors describe key characteristics of adult learners as identified in the theory of andragogy. Examples of these characteristics include the need to know, learner responsibility, past experiences, and motivation to learn. The authors then suggest instructional practices and activities to meet the needs of adult learners, Finally, they provide examples of technology tools for effectively engaging adult learners. Rating 10/10

This article, developed by faculty members at NAU, provides research behind and practices for technology-infused professional development (PD) programs. The authors first emphasize the importance of designing professional development for teachers around how they and their students learn best. Many approaches to PD have taken a one-size-fits-all approach in which learners take a more passive role in absorbing standardized information. The authors in this article suggest the need for a more effective model, one in which teachers play an active role in learning in ways that they find most effective for them and their students. Technology can support this PD through interactive and learner-centered instruction. Rating: 9/10

This chapter, "Advantages of Online Professional Development" describes the benefits of online teacher professional development (OTPD), which implements technology to deliver training and learning in an online environment. OTPD allows teachers to participate in a flexible, self-directed, and collaborative learning community. They can interact with other teachers synchronously and asynchronously, or take professional development courses at their own schedule.

This website is part of Angelo State University's online teaching training course for faculty members. This section outlines three prominent theories of education-Behaviorism, Social Cognitive Theory, and Constructivism-and applies them to online learning. Instructional Designers and course instructors can use this guide for the construction of meaningful and active learning environment for students. Rating: 10/10

This website outlines Section 1.5 of Angelo State University's guide to instructional design and online teaching. Section 1.5 describes key characteristics of online learners, as well as the technology and computer skills that research has identified as being important for online learners. Successful online learners are described as self-directed, motivated, well-organized, and dedicated to their education. The article also notes that online learners should understand how to use technology such as multimedia tools, email, internet browsers. and LMS systems. This resource serves as a guide to effective online teaching. Rating 10/10

This website outlines key principles of the E-Learning Theory developed by Mayer, Sweller, and Moreno. E-Learning Theory describes how the implementation of educational technology can be combined with key principles of how we learn for better outcomes. This site describes those principles as a guide of more effective instructional design. Users can also find other learning theories under the "Categories" link at the top of the page. Examples include Constructivist theories, Media & Technology theories, and Social Learning theories. Rating: 8/10

This website provides several examples of domains adults may learn in or engage with. By clicking on each type, you are redirected to a detailed description of the domain. Descriptions include, but are not limited to, definitions, theories and research behind the topic, and real-world examples. You can also find references used in the description, which can be helpful for further exploration. This InstructionalDesign.org website also provides extensive lists of learning concepts (i.e. motivation, personalized learning, storyboard, etc.) and theories (i.e. Adult Learning Theory, Social Learning, Constructivism, etc.). Each learning theory link provides a theoretical definition, applications, examples, key principles, references, and related websites. Rating 10/10.

This article highlights the need for and benefits of implementing more technology tools to support first-generation college students' learning, engagement, and success. For many first-gen students, especially those from low-income backgrounds, the transition to college can be challenging; this leads to lower retention rates, performance, and confidence. The authors, drawing off of research, suggest mobile devices and Web 2.0 technologies to prevent these challenges. Example of such tools include dictionary and annotation apps that are readily-accessible and aid in students' understanding of material. Fist-gen students can also use social media apps (Twitter, Facebook, etc.) to maintain supportive connections with family, peers, and mentors. Rating: 8/10

This website explores technology news within the field of higher education. The site contains a wide variety of news articles on current issues, trends, and research surrounding the integration of technology in universities and colleges. This includes technology's prevalence in teaching and learning, institutional decisions, and societal trends of higher education. The articles are published by authors for "The Chronicle of Higher Education," a leading newspaper and website for higher education journalism. Rating: 7/10

The article explains three theories of adult learning: andragogy, SDL, and transformational learning. The authors additionally provide practical application of the theories in the classroom.

8/10

The fact sheet provided by TEAL Center reviews three core adult leaning theories, including andragogy, self-directed learning (SDL), and transformational learning. In terms of andragogy, the fact sheet informs that, in contrast to pedaggogy, the learning theory caters to adults by leveraging a set of 5 assumptions. In terms of SDL, this learning theory strives to have learners take the lead in directing their own learning and use their past experience to direct what is important to them. SDL assist user in identifying what goals to accomplish, how to evaluate content, and what to accept and reject. Lastly, transformational learning theory is the learning that the learners have a change of perspective (i.e. about themselves or their environment) after the learning has occurred. (Rating: 10/10)

Published by the American Sociological Association, the article addresses best practices for meeting the needs of military students in sociology classes in higher education. Drawing on Knowles' andragogy, the authors give tips for course organization, feedback, content, and communication.

9/10

ATD, a non-profit organization that promotes training and development in the workplace, outlines the three primary learning theories that instructional designers need to know to provide effective corporate training.

10/10

This webpage sponsored by Portland Community College provides a six question "True or False" assessment. After completing, the article states that if you answered True to most of the statements, then the assumptions align with Malcolm's Adult Learning theory. The article reviews in detail on how most adults need to know why they need the information; most learners need to have the ability to incorporate their past experiences in their learning; learners are motivated by different elements and factors; and that all learners are diverse (i.e. ages, learning styles) and efforts should be made to be aware of the difference/similarities. The article concludes by reaffirming that facilitators should be aware of the diversity of the learners using different strategies and make an attempt to become aware of what motivates them. (Rating: 6/10)

Universal design for learning (UDL) is the topic of focus for this webinar hosted by Digital Promise. Multiple experts discuss UDL for adult learners and strategies for UDL. Rating: 6/10

Pappas breaks down Knowles theory of andragogy and provides practical application to computer training that is easily applied to implementing new technology.

8/10

This paper, a project o the PACER Center, discusses learning styles specifically as they pertain to adult learners. From the nitty-gritty podagogy vs. andragogy to the best ways to train for adults, this is a good tool for those who don't know much or need a refresher on adult learning theory and training adults. I love that it is set up in a textbook style, so it's friendly but has a considerable amount of information in a variety of formats. The section, "Tips for Teaching Adults" is helpful to me as it's a series of quick reminders about how to present my information best. 8/10

This article discusses some attributes that are unique to adult learners, such as that their learning is selective, self-directed, and often focused on solving problems. Therefore, it is important that instructors enable students to be autonomous and show them why it is important. Often in my instructional design, I start with the WIIFM (What's In It For Me?). This article supports my idea that my adult learners will choose to learn when it can solve a problem for them. This article also discusses active learning from an adult perspective, such as Socratic teaching. 9/10

Colorado Community Colleges published this article to discuss research about teaching adults, focusing strongly on Knowles's six principles of andragogy. The main idea behind Knowles's principles is that adults learn because they decided to--because the information is relevant to them and they can benefit from attaining that knowledge. Therefore, the article states, activities that ask adult learners to discuss problems with each other will help them learn. This can be useful as I design instruction. 7/10

This article by the University of Utah discusses Lindeman's and Knowles's theories on adult learning. Andragogy uses the teacher differently from pedagogy: the teacher in an adult learning environment becomes a facilitator instead of the knower. I think this is an important distinction to make for people who go from teaching children to teaching adults. There are two of these people on my team at work. One taught third grade and one taught sixth grade, and both of them tend to try to put the instructor in the knower's position instead of the facilitator's position. They have to catch themselves often and rework some instruction to be more student-focused instead of content-focused. 8/10

This is a reasonable list of Knowles' assumptions about adult learners -- not as complete or nuanced as one might find in a textbook, but worth having a look at when starting a new project. rating: 3/5

This article details several ways in which technology can impact higher education, such as being able to quickly calculate grades, collaborate with staff and students, and collect and analyze data.

Rating: 7/10

This site includes five highly effective technological resources that instructors can use in their higher ed classrooms. What is especially useful about this site is that it includes a rationale for all the proposed technologies, ensuring that the technology is not just including in lesson planning for technology's sake.

Rating: 10/10

This site is interesting in that it is actually a collection of resources meant to assist in a state program called TEAL (Teaching Excellence in Adult Literacy). This resource in particular lists the theories of adult learning in a concise, easy-to-understand method.

Rating: 9/10

This article provides comparisons and contrasts between andragogy and transformative learning theory. It examines how the next generation of adults will learn, interact and share, therefore creating a more customized learning experience and adding personal meaning to the lives of the learners. 8/10