Showing papers on "Experiential learning published in 1973"

The adult learner

Abstract: "A great update of a classic Should be required reading for anyone involved with adult learning in schools, businesses and communities" Sam Stern, Professor & Dean, School of Education, Oregon State University, USA How do you tailor education to the learning needs of adults? Do they learn differently from children? How does their life experience inform their learning processes? These were the questions at the heart of Malcolm Knowles’ pioneering theory of andragogy which transformed education theory in the 1970s The resulting principles of a self-directed, experiential, problem-centred approach to learning have been hugely infl uential and are still the basis of the learning practices we use today Understanding these principles is the cornerstone of increasing motivation and enabling adult learners to achieve This update of a pioneering classic contains all Knowles’ original chapters alongside a newer second part by Elwood "Ed" Holton and Richard A Swanson charting the advancements on these core principles A third section includes selected readings from previous editions to illustrate the theory’s evolution, as well as important articles from other key experts around the world for a comprehensive view This new edition includes: • New chapter outlines, learning objectives and careful edits of Malcolm Knowles’ work to simplify the original theory • Updates to the second part to refl ect the very latest advancements in the field • Revisions throughout to make it more readable and relevant to your practices If you are a specialist or student in education, an adult learning practitioner, training manager, or involved in human resource development, this is the definitive book in adult learning you shouldn’t be without

Learning through experience and learning through media

Abstract: This paper is concerned broadly with the consequences of two types of experience which may be designated as direct experience and mediated experience, their partial equivalence and substitutability, and their differing potential roles in the intellectual development and acculturation of children. Our analysis will begin with the problem of the nature of direct experience and its effect on development. A clearer conception of the processes involved in direct experience will permit us better to examine the manner and extent m which mediate experience may complement, elaborate and substitute for that direct experience. Much of a child's experience is formalized through schooling. Whether for reasons of economy or effectiveness, schools have settled upon learning out of context through media which are primarily symbolic. Schooling generally reflects the naive psychology which has been made explicit by Fritz Heider (Baldwin, 1967). 3 The general assumption of such a naive psychology is that the effects of experience can be considered as knowledge, that knowledge is conscious, and that knowledge can be translated into words. Symmetrically, words can be translated into knowledge, hence, one can learn, that is acquire knowledge, from being told. Because learning is cognitive, it is possible, according to naive theory, to substitute instruction for learning through experience. Thus, we can tell children what to do and how to do it, and instil wise and proper behaviour without the actual necessity of rewarding and punishing them. It is a common belief among naive educators, how-

Caste: A system for exhibiting learning strategies and regulating uncertainties

Abstract: CASTE (Course Assembly System and Tutorial Environment) is a facility for observing and controlling human learning. This paper describes the system and presents data on its use as a conversational system for teaching elementary concepts of probability theory to Technical College Students. A summary is given of the work on adaptive teaching systems that led to the development of CASTE for subject matters where students can and do adapt a variety of learning strategies. For such cases adaptive teaching is not sufficient; a system is called for which learns about a student's preferred learning strategy by engaging him in a dialogue about his learning; CASTE is such a system.

Strategic Interaction and Conflict Negotiating Expectations in Accounting for Actions

Abstract: Direct communication between parties is impossible in some conflict situations, and interactants must employ other means of conveying messages to deescalate the conflict or to sucker their opponents into costly maneuvers. Strategic interaction occurs when action displays by one party are to be taken as meaningful communications by the other. Interpretation of these displays depends on cultural or experiential background expectancies, which must be taken into account in the production of strategic displays as well. An Arab-Israeli paradigm illustrates the ways in which display sequences and interpretive procedures are manipulated by interactants to affect the dominant strategy of the fully interdependent games and ultimately affect the outcome of the conflict for the players.

Cognitive Organization and Learning.

Abstract: : In learning complex material, one must first understand the material, after which learning and remembering follow automatically. The conventional psychological literature says little about the processes involved in the learning of complex material which may take weeks, months, or years to be learned, although most adult learning is of this form. The paper examines some of the issues that are involved in this type of learning, issues such as the nature of understanding, the types of hypotheses that subjects bring to bear on the learning process, and the types of processes that need to be studied in order to understand the psychology of learning.

What it Means to Teach.

Abstract: A teacher I know commented recently that what held her to the profession, after thirty-five years, was that there was still so much to be learned. A young student reacted in amazement. She supposed it could all be learned in two or three years. It may be possible to learn in two or three years the kind of practice which then leads to another twenty or forty years of learning. Whether many of our colleges get many of their students on to that fascinating track, or whether the schools are geared to a thoughtful support of such endless learning by their teachers, is another matter. To understand the dimensions of the teaching art, complex and inexhaustible though it be, is an equally endless commitment and one which needs constant renewal. In this essay I shall try to uncover part of the topic, a part which has fascinated me and one which needs much further investigation. What we mostly know already comes from two sources, one rather diffuse and one rather focused. The diffuse source is our common sense, where all knowledge begins. By this I do not mean what at any given moment we happen to believe. Honorifically understood, common sense is what we can be led to see and acknowledge when our thoughtful attention is directed to it; knowledge is already there, implicitly, and only needs elucidation and coherent form. It is the kind of knowledge which Plato illustrated in the story of the slave-boy, who, it turned out, knew a lot of geometry though he had never studied the subject and didn't know what he knew. Needless to add, the philosophers are the traditional custodians of this art of teasing out and codifying the things we already somehow know. Though, I hasten to add, they often go off on other tacks, and surely they have no exclusive rights in this domain. The more focused source is what teachers have learned when they have had

Hierarchies in Children's Learning: A Symposium.

Abstract: There has been a continuing increase in the application of hierarchy theory to the problems of instruction and evaluation, since Gagne first used the term “hierarchy” in his theory of how human beings acquire complex skills and knowledge. This article, based on a 1970 symposium of the American Educational Research Association, presents an overview and analysis of the use of learning hierarchies in instruction and research, examines some current research on learning hierarchies, and considers the implications of this research for instructional psychology and for theories of cognitive development.

On Cross-Cultural Orientation Techniques.

Abstract: This paper describes cross-cultural orientation techniques used ovsr an eight-year period with Americans preparing to work it Micronesia. The main idea was to teach language and cultural differonces on an affective level before learning on the cognitive level took place. The language orientation component of the program had as objectives: a psychological awareness of the fact that English in Micronesia is a foreign language; an awareness of the difficulties in learning a foreign language; and an introduction to modern language taaching techniques. The: cultural orientation objectives included an awareness on the part of the Americans of: their own culture; the hardship involved it island living; and the differences in attitudes toward such things as time and us-tore. A final summary includes the notion that successful adaptation to a foreign culture depends on the individualss personality and temperament, particularly his or her curiosity, flexibility, and patience. (AM)

The Concepts of Learning and Need in Adult Education.

Abstract: (1973). The Concepts of Learning and Need in Adult Education. Studies in Adult Education: Vol. 5, No. 1, pp. 26-30.

Identification and Personal Learning in T-Groups

Abstract: The importance and impact of the practice of laboratory training have been increasingly recognized in recent years. However, as with most innovatory techniques of social change, invention and creativeness in practice have far outstripped our systematic knowledge of the internal dynamics of laboratory training and its results. Several general models suggest broad stages of group development or list some conditions of personal learning-although seldom have these models been accompanied by systematic research. However, as several reviews have noted (Stock, 1964; Schein & Bennis, 1965; Lieberman et al, 1969) these general models do not seem to deal adequately with the intrapersonal dynamics of the learning process and the phenomenology of the participant. This research project aimed to examine some fundamental questions: how, more precisely, do people learn in laboratory training; what dynamic mechanisms and specific theory of learning are involved; and what relation does this personal learning process have t...

A Notetaking System for Learning.

Abstract: The author is assistant professor of reading education at the University of Georgia. He directs a community Right To Read project at the secondary level, and has published other articles on notetaking research. ■ Students consider notetaking to be an essential learning skill for success in high school and college. A recent su vey of college students indicates that little or no instruction in note-

Language Learning and Socialization On the Railroad

Abstract: DISCUSSIONS OF LINGUISTIC COMPETENCE are primarily concerned with recruitment to a speech community, either by birth or by social or by geographical migration. Investigators emphasize the learning of formal rules or take note of status relationships, and reports attend to global, societal questions, or, if they are the products of clinical research, to the generation of abstract, formal statements. Those who study features of the speech of groups within the larger speech community tend to be concerned primarily with status relationships with the larger community or with historical or psychological analyses of the code, with little reference to questions of acquisition. This is especially true of studies of occupational argot, although acquisition of the specialized code is part of the learning of many trades, and sociologists have written extensively about work and occupations.’ The specialized lexicons of