Transcript Adult learning slides Powerpoint presentation

Hopes, Concerns,
Expectations & Adult
learning
February 2011 BNCG
Learning outcomes for this session
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To consider issues relevant to the adult
learner
To assist you to optimise your or any
students experience of third level education
Module Learning Outcome
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Examine how adults learn and apply learning
theories to teaching, learning and
assessment in the practice environment.
In order to achieve these learning outcomes this session will
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Help you to identify personal hopes, concerns
and expectations associated with coming to (or
back to) third level education
Give you some top tips for optimising your
learning experience at DCU.
I hope that in this course I will ……..
In the past responses tend to be …
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Make friends
Make full use of College facilities
Develop new interests
Develop skills
Learn to work better with people
Improve ability to express oneself
Enjoyment
Improve ability to think and reason
Develop creativity
Manage self as an adult learner
Balance work, family life (Cottrell 2003)
I am concerned about ……
What HETAC reports adults are concerned about ,
( Higher Education Training Awards Council)
Fear of failure
Concern about being the oldest member of the group
Fear of being made look foolish
Fear of the new technological environment and the implications
this has for their study, i.e., producing assignments, accessing
the library, etc.,
Concern about their ability to contribute and make
intelligent/worthwhile inputs in classroom discussion
Consideration about physical impairments e.g., fading eyesight,
hearing, etc., which impacts on participation in class
Doubts about coping strategies - juggling family, career and
social commitments with demands of studying
HETAC also report
Distrust about own abilities and about how valid or worthwhile
experience are in relation to the topic at hand
Questions about their study skills, i.e., note taking, reading when to stop as they become more immersed in a subject
Fear of assessment and confusion about what is expected,
particularly exams
Worry about the distinctions between academic writing and
informal writing, referencing, quoting, etc.,
Concerns about external influences, e.g., a need to require a skill
for employment purposes
I expect ……… Myself
& Others
What do you expect
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Classrooms formal learning
Assessments
Other students
Time for independent
learning
Using the library
&information systems
Seminars & Tutorials
Teaching styles;
approaches
Use of technology,
email,Moodle, virtual
learning (Cottrell 2003)
What we expect of you
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Meet Personal tutors; at DCU part of the support available is that each student is
assigned a personal tutor for the duration of their studies
let us know if you think that you may have a learning issue and need additional support at
DCU
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Self motivated
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Openness to working with others
Ability to work by yourself
Ability to set goals and improve your work
Ability to organise your time
An ability to know where and when you work best
Make appointments for feedback
Using the course handbook and online facilities ie email and moodle for chats and access
to us
Attendance and Engagement; adults are participants and are voluntary learners; have
come to achieve a learning goal
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Some of you would recognise this picture as representative of Child education
………its called banking
Pedagogy:
Greek = paid (child) &
agogos (leading)
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Education is about the
transmission of knowledge
from teacher to learner
Learner is dependent&
passive
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Teacher has full
responsibility of what
should be learned and
how it should be learned
Behaviourism
Learner’s experience of little
value to teaching
Learners learn what they
are told to learn (external
motivation: teachers,
parents)
Learning is a process of
acquiring prescribed subject
matter& content
A short break………..
Adult learning is defined as ….
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The planning and management of learning
by individuals to accomplish their personal,
social and vocational development by
recognising specific learning needs and
fulfilling them through suitable techniques
resources and learning opportunities Dept. of
Education and Science (2000)
Andragogy: Greek = the art and science
of adult learning
Malcom Shephard Knowles (1984, 1990)
Made 4 main assumptions about adult learners
1.
Self concept moves from being dependent to being self
directing
2.
He/ She accumulates a growing reservoir of experience
3.
Readiness for learning is orientated towards the development
of his or her social roles
4.
He /She moves from postponed application of knowledge to
immediacy of application
The Superior Conditions of Learning
Knowles (1996)
The Learner Feels a
Need to Learn
2.Participation in the Learning
Process
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The learner and teacher accept that
both are active participants in the
learning process.
3.Commitment to Learning
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Both teacher and student agree how to
design the learning experience.
4.The Learning Environment
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This is characterised by physical comfort, mutual
trust, respect, mutual helpfulness, co operation
amongst learners and an appreciation of
difference of opinions and ideas;
Learner Has a Sense of Progress
Toward His or Her Own Goal.
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The teacher helps the student to develop so they
meet agreed learning goals .
The Use of the Learners Experience
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Teacher facilitates the student to exploit his or her
experiences as a a resource for learning .
Learners perceive the goals of the
learning experience as his or hers.
From Theory to
Practice
If students are having difficulty
Finding time to be a scholar;
How to manage your time;
Finding time to be a scholar;
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Get a diary
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You might find it useful to list your
commitments to family, work, sport,
leisure, family occasions from now till
next May
Insert key dates for submissions of
coursework, and group work
Make appointments to see your
tutors for discussions and feedback
on coursework earlier rather than
later
Reflect on your study habits
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what are your experiences to date
do you have effective study skills
Being sociable & Being a scholar
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Let your family & friends know about coursework, submission
dates, study meetings & other commitments related to this
course
There may need to be changes that have to be considered in
family roles
Discuss particular difficulties you may be experiencing with your
classmates and or personal tutor and take advice as appropriate
Finding time to be a scholar
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Find “your” place; quiet place, access to books,
access to PC, and materials
Find “your” time; after dinner /early morning /on
train/bus
Find yourself; concentration, motivation, organising
reading materials & other resources, typist, planning
ahead what is to be done,
Find group work
College: use time efficiently at DCU, library, -study
rooms, equipment, tutors, bookshop
Avoidance …………
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On a post it ……I am avoiding course work
when……..
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turn your avoidance
strategy into a reward!!
 i.e. I can do the ironing
when I have written the first
paragraph
Reading
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Cottrell S (2003) The Study Skills Handbook. Houndmills
Palgrave MacMillan
Jarvis P (2004) Adult Education and Lifelong Learning Theory &
Practice London RoutledgeFalmer
Knowles M (1984) The Adult Learner; A Neglected Species
london Gulf publishing
Levin P (2004) Write Great Essays. England Open University
Press.
WWW.hetac.ie
www.activecitizen.ie
Learning Outcomes
Why learning outcomes: The EU and National Context
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Higher Education institutions are obliged under the Bologna Agreement to adopt
a learning outcomes approach by 2010.
At DCU, learning improvement rather than compliance is the motivation for the
Academic Framework for Innovation (AFI), the project under which the Bologna
requirements are being met.
The Bologna Process by 2010
Education Ministries in participating EU countries have undertaken to adopt the
Bologna principles, and establish national frameworks of qualifications to
achieve the following aims:
Easily readable and comparable degrees,
A credit transfer system,
Promotion of mobility,
Promotion of cooperation in quality assurance
Learning outcomes are considered as the common means by which the aims of
the Bologna Process can best be achieved.
A nursing curriculum document should
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Have clearly Identified
Programme/Award Learning
Outcomes (BSc Hons)
Mapped out over 2 semesters
over 3-4 years (Hons) degree.
Each module is a unit of learning
which should be informed by the
programme/ award learning
outcomes
Number of credits for each module
should be clear
Module Learning outcomes must
be appropriately assessed.
Nursing Practice must be
appropriately designed and
assessed
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A nursing curriculum is informed by
An Bord Altranais Requirements and
Standards& Marks and Standards
for University Awards.
And a nursing curriculum must
comply with University Accreditation
and Validation procedures.
In Summary…
Identify High Level
Programme/Award
Outcomes (Framework)
For
each
Module
Suggested Approach to
(re)designing using Learning
Outcomes
Write Learning Outcomes
using guidelines
Check
modules
collectively
deliver
programme
outcomes
Develop appropriate
teaching and learning
strategy
Design Aligned Assessment
If necessary modify content
and assessment in light of
feedback
What is a learning outcome
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A learning outcomes puts the focus on what
the student will know, understand or be
able to demonstrate on completion of a
programme of study and uses this as the
determinant for course content, learning
activities and assessment. (DCU 2009)
What is wrong with this one …..
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First year students will critically evaluate the
need for hand washing and demonstrate a
working knowledge of the principles and
practices of cross infection in a acute care
setting.
Why is this poor quality ………………
How to go about writing Lo’s
Be preceded with:
On successful completion of this module,or class students will be able to
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Begin with an action verb and describe something (knowledge, skill or
attitude) that is observable or measurable eg Apply. Demonstrate ,
Use one action verb for each learning outcome.
Focus on what you expect students to be able to demonstrate upon completion
of the module.
Be addressed in some way by the assessment for the module.
Be written in clear short sentences.
Be written to be understood by students, colleagues and external bodies.
Be free of ambiguous words and phrases i.e. avoid an understanding of
working knowledge of , know ,
Be neither too broad nor too specific - broad is at programme level, specific at
lecture level.
Words of Advice
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The key word is ‘Do’ and the key need in drafting Learning
Outcomes is to use active verbs (Jenkins and Unwin, Fry et al)
Avoid ambiguous (non-specific) verbs like ‘understand’, ‘aware’,
‘know’, ‘appreciate’
“Care should be taken in using words such as ‘know’ and
‘understand’ if you cannot be sure that students will understand
what it means to know or understand in a given context” (Uni. NSW,
Australia)
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Avoid verbs which are open to multiple interpretation
Think about how you will assess the learning outcome
Blooms (1956)Taxonomy
Cognitive Domain
Appraise, Argue, Assess, Evaluate,
Defend, Judge, Rate, Recommend
EVALUATION
Argue, Arrange, Assemble,
Formulate, Generalise, Integrate,
Manage, Organise, Plan, Prepare,
Summarise
SYNTHESIS
Analyse, Appraise, Arrange,
Categorise, Calculate, Classify,
Debate, Discriminate, Experiment
ANALYSIS
Apply, Assess, Calculate,
Change, Choose, Examine,
Discover, Illustrate
APPLICATION
Associate, Clarify, Classify,
Contrast, Distinguish,
Differentiate, Discuss, Describe
Label, List, Name,
Order, Outline, Present,
Recall, Quote, Record
COMPREHENSION
KNOWLEDGE
Arrange, Collect, Define,
Describe, Duplicate,
examine, Identify
Questions, Comments?
Some useful References
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Dr. Declan Kennedy – UCC ‘Writing Learning Outcomes’.
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www.nqai.ie
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www.bologna.ie
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Biggs, J (2003) Teaching and Learning in Higher Education: New
Trends and Innovations.
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Bingham, J (1999) Guide to Developing Learning Outcomes, The
Teaching and Learning Institute, Sheffield Hallam University.
Fry, H., Ketteridge, S., Marshall (2000) A Handbook for Teaching and
Learning in Higher Education. London. Kogan Page.
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Quinn, F.M. 2000. Principles and Practices of Nurse Education. 4th
edition. Cheltenham: Nelson Thornes.
References
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Cottrell, S. (2003) The Study Skills Handbook. Houndmills. Palgrave Macmillan.
Frank, A. (1997) The Wounded Storyteller: Body, Illness, and Ethics. Chicago.
University of Chicago Press.
Johns, C. (2000) Becoming a Reflective Practitioner: A Reflective and Holistic
Approach to Clinical Nursing, Practice Development and Clinical Supervision. Oxford.
Blackwell Science
Kleinman, A (1988) The Illness Narratives: Suffering Healing and the Human
Condition USA Basic Books .
Rolfe, G. Freshwater, D, Jasper, M. (2001) Critical Reflection in Nursing and the
Helping Professions: A User’s Guide. Basingstoke: Palgrave Macmillan
Whitehead, E. Mason, T. (2005) Study Skills for Nurses. London. Sage
Publications.