EdL 763 Understanding and Facilitating Learning in Adulthood

1. EdL 763 Understanding and Facilitating Learning in Adulthood Marsha Rossiter, PhD Summer 09

2. Aims for Today • Self-Directed Learning • Transitions, Change, and Learning • Lifespan Development and Learning

3. A Quote for Today “The man [sic] who is too old to learn was probably always too old to learn.”  ~Henry S. Haskins

4. And a Bonus Quote You can only be young once. But you can always be immature. Dave Barry

5. OK, Back to Philosophy Where do you place yourself in MacKeracher’s (Fig 1.1) framework?

6. Self-Directed Learning

7. Discussion Knowles’s andragogy assumes that adults ‘naturally’ move toward increasing self-direction in their learning. • Do you agree? • How self-directed are adults by nature?

8. Self-Directed Learning –Process or Attribute? • Is SDL a process of learning? • Is it linear – step by step? • Is it interactive? • Can it be taught? Fostered through certain instructional methods?

9. Self-Directed Learning – Process or Attribute? • Is self-directeness a human attribute? • Do you agree that “adults have a deep psychological need to be self-directing”?Do we become more self-directed and autonomous over the course of life? • What about the importance of “being a part of meaningful wholes”? Or do we become more ‘homonomous’ – connected as we mature?

10. Goals of SDL – Merriam, et al. One of the goals of self-directed learning is to enhance the ability of adult learners to be more self-directed. “The assumption is that is that part of the job of educators of adults is to help learners. . . to be able to plan, carry out, and evaluation their own learning.”

11. Goals of SDL – Merriam, et al. Other goals focus not on the ability to plan and carry out one’s on learning, but on critical reflection, perspective transformation. “Self-knowledge [from critical reflection on their own learning needs and interests] is a prerequqisite for autonomy in self-directed learning.”

12. Discussion What do you believe to be the appropriate goal of self-directed learning?

13. Self-Directed Learning – Process • Linear – step by step • Interactive Models – situational, recursive, iterative • Instructional

14. Tough: Self Directed Learning Project • Deliberate & intentional – not just coincidental • Sustained (at least 7 hours over 6 months) • Outcome oriented fr A. Tough’s The Adult’s Learning Projects

15. Self-Directed Learning – Learner Attribute Measuring Self-Directedness: Oddi Continuing Learning Inventory SDL related to 3 Factors: • Proactive, independent approach to learning • Ability to self regulate • Avidity for reading

16. Self-Directed Learning –Learner Attribute Guglielmino – Self-Directed Learning Readiness Scale  Attributes related to SDL Initiative Independence Persistence Responsibility for own learning Self discipline Curiosity Goal oriented Enjoyment of learning See challenges as opportunities

17. SDL – Useful Resources http://cte.umdnj.edu/active_learning/active_sdl.cfm http://sdlglobal.com/

18. Self-Directed Learning • What questions are unanswered? • What are your insights regarding self-directedness as a learner trait? • How would you address self-directedness as a facilitator of adult learning?

19. Change Happens And it triggers learning.

20. Lifespan Change and Development • Age-graded • History-graded • Nonnormative

21. Major Life Event Transitions (age-graded) • Marriage • Parenthood • Loss of a parent • Empty nest • Retirement • Loss of a partner or spouse

22. Developmental Milestones • Entering into adult responsibilities • Midlife ‘crisis’ • Confronting mortality

23. Cohort Experiences (history-graded) • The Great Depression • WWII • VietNam War • Kent State • Death of John Kennedy • Death of John Lennon • 9/11 • Death of Michael Jackson

24. Life Events – Unanticipated (nonnormative) Life-threatening disease Disabling accident/injury Untimely loss of spouse, partner, child Loss of job Winning the lottery

25. Adult Learning and Life Transitions

26. General Categories of Life Transitions – Aslanian • Loss of relationship • Changes in home life • Major health concerns • Career changes • Financial changes • Inner changes

27. Transitional Learning Creates a path • Here  there • Present  future Transforms the learner Extends the horizon of the possible

28. Examples of Events that Trigger Adult Learning (Aslanian) • Having a baby • Getting fired • Having a heart attack • Retiring getting divorced • Getting married

29. Aslanian Transitions & Triggers • Adults learn in order to cope with transitions in their lives. • Specific events trigger the decision to learn. • Life Transitions set the stage for Adult Learning

30. Aslanian Transitions require new: Skills Knowledge Attitudes Status 1     Status 2 learning

31. Reflection When has a transition or specific event triggered learning in your life?

32. Learning and Lifespan Development

33. Development and Learning: The Basic Connection Adults develop and grow throughout the life span. Learningfacilitates and mediates developmental change.

34. But what IS development?

35. Issues in Lifespan Development • Qualitative – Quantitative • Underlying Metaphor • Nature/Heredity – Nurture/Environment • Human Nature: Passive – Active • Individuality/Agency – Relationship/Social Group • Continuity – Change

36. Developmental Endpoints? Toward WHAT do we develop – Autonomy and Self-directness? or Interdependence and Connectedness?

37. Views of Lifespan Development

38. Levinson: Season’s of a Man’s Life Entering Adult World 17 – 28 Age 30 Transition 28 – 33 Settling Down 33 – 40 Mid-Life Transition 40 – 45 Entering Middle Adulthood 45 – 50 Age 50 Transition 50 – 55 Culmination Middle Adulthood 55 – 60 Late-Adult Transition 60 – 65

39. Erikson: Psychosocial Stages Main theme of life: quest for identity – “a conscious sense of individual identity. . . an unconscious striving for continuity . . . a criterion for the silent doings of ego synthesis. . . a maintenance of an inner solidarity with a group’s ideals and identity”

40. Erikson: Psychosocial Stages • Trust v Mistrust b – 1 • Autonomy v Shame 2 – 3 • Initiative v Guilt 4 – 5 • Industry v Inferiority 6 – puberty • Identity v Diffusion adolescence

41. Erikson: Psychosocial Stages 6. Intimacy v Isolation young adulthood “I ain’t what I ought to be, I ain’t what I’m going to be, but I ain’t what I was.” Task: to integrate identities (roles, selves, capacities) from childhood into a complete identity. To Be or Not To Be Oneself

42. Erikson:Psychosocial Stages 7. Generativity v Stagnation & Self-absorption middle adulthood Generativity: “the interest in establishing and guiding the next generation” through child rearing, creative endeavors, productive work. Faith in the future. Belief in the species. Ability to care for others.

43. Erikson:Psychosocial Stages 8. Integrity v Despair late adulthood Integrity: acceptance of the limitations of life, a sense of being a part of a larger history, a final integration of previous stages. Despair: regret for what one has done or not done with one’s life, fear of death, disgust with oneself.

44. For Next Time. . . • Focus on Taylor, et al., Ch. 1, 2, 3 Learning Facilitation – Susan, David