Principiile invatarii la adult *Conf. Dr Liviu Oprea

Invatarea

O modificare relative permanenta a capacitatilor umane care nu este rezultat al maturizarii.

Noe, 2008*

Principiile invatarii la adultObiective educationale: La sfarsitul acestei prezentari, studentii vor fi capabili sa:

1. Defineasca andragogia.2. Defineasca invatatul ca o schimbare in procesul comportamental sau cognitive. 3. Descrie caracteristicile invatatului la adult.4. Descrie principiile invatatului la adult.5. Aplice in training principiile invatatului la adult. *

Principiile invatarii la adultStudentii adulti sunt diferiti. Nu este ca si cum ai lucre cu copii.

Andragogie

Andragogia: Arta si stiinta de a ajuta adultii sa invete

Educarea adultilor implica intelegerea principiilor care stau la baza invatatului la adulti.

Knowles, 1970

Teoria invatarii la adult

Modelul invatatului la adult este bazat pe cateva prezumptii:

Adultii au nevoie sa stie de ce trebuie sa invete ceva.Adultii au nevoie sa se auto-directioneze. Adultii aduc experienta din munca lor in procesul de invatare.Adultii intra in experienta de invatare cu o abordare centrata pe problema. Adultii sunt motivate sa invete de factori motivanti intrinseci si extrinseci.

Noe (2008) pg. 133*

Invatarea inseamna schimbare

Invatarea inseamna schimbare in procesul comportamental si cognitive, Invatatul este o schimbare de cunostinte, aptitudini si atitudini.

Caracteristicile studentilor adultiControl asupra invatatului.Motivatie crescuta de a invata. Pragmatism in invatat.Invatatul ar putea fi un rol secundar.Rezistenta la schimbare.Studentii adulti sunt diversi.Se bazeaza pe experiente anterioare de invatat.Invatatul este de multe ori auto-initiat.Invatatul este ghidat de un scop imediat.

Houle, 1984, Ball, 1996

Ce este invatatul? Invatatul este o schimbare permanenta a capacitatilor umane care nu rezulta din procesul de maturizare. Rezultatele invatarii: Ce invatam?Informatie verbala.Aptitudini intelectuale.Aptitudini motorii.Atitudini.Strategii cognitive.

Noe, 2008

Ciclul invatariiCiclul invatatului reprezinta un process dynamic care implica 4 stadii: Experienta concreta.Observatia reflectiva.Conceptualizarea abstracta.Active experimentation.

Cheia eficientei in procesul de invatare este sa fii competent in toate cele patru stadii

*

Procesul de invatareCum achizitioneaza oamenii informatii?

Vizual.Auditiv.Kinestetic.*

Procesul de invatareInvatarea apare ca urmare a unor procese mentale si fizice:Asteptari.Perceptii.Capacitatea de stocare functionala.Decodificarea semantica.Repetitia.Organizarea.Elaborarea.Gasirea/Identificarea.Generalizarea.Gratificarea.*

Teoria invatarii

Intrebare: Cum invata oamenii?Raspuns: Nimeni nu stie cu adevarat.Dar sunt un numar de teorii:

Teorii comportamentaleCognitivismTeoria invatatului socialTeoria informationala

Teoria comportamentalaInvatatul este definit ca o expresie exterioara a unui nou comportamentEste centrat exclusive pe comportamentele observabile.O baza biologica pentru invatat Premiza: Invatatul este independent de context. Conditionari clasice si operanteReflexe (Cainii lui Pavlov)Feedback/Intarire

Teorii ale invatatuluiTeoria comportamentala:Oamenii sunt motivate sa urmeze sau sa evite un anumit comportament datorita experientelor anterioare bazate pe acel comportament. Intarire pozitiva.Intarire negativa.Anihilare.

Cum ar putea fi utilizata aceasta teorie in educatie?

*

Teoria aplicataRecompense si pedepse

Responsabilitatea invatatului este in totalitate plasata asupra profesorului

Bazata pe prezentari, Inalt structurata

Criticile teoriei comportamentaleNu ia in consideratie procesele mentale si care nu pot fi observate.

Promoveaza invatatul pasiv intr-un context centrat pe professor. Aceeasi marime se potriveste la toti

Cunostintele sunt date si sunt absolute.

Instructie programata si verificata de professor.

CognitivismA aparut ca raspuns la teoria comportamentala

Cunostintele sunt stocate cognitiv ca simboluri

Invatatul este conectarea simbolurilor intr-un mod inteligibil si memorabil.

Studiile sunt centrate pe procese mentale care faciliteaza conexiunile.

Teoria cognitivaInvatatul prin descoperire - Jerome Bruner

Invatatul verbal inteligibil - David Ausubel

Teoria cognitivaInvatatul prin descoperire 1. Bruner a spus ca oricine poate invata orice la orice varsta si in orice moment daca acel lucru este spus in termini pe care cel ce invata ii intelege.

Teoria cognitivaInvatatul prin descoperire este bazat pe:2. Concepte semnificative (nu fapte izolate)

a. Transferabile la situatii diferiteb. Posibile numai prin invatarea prin descoperirec. Confrunta participantul in curs cu problem si gasire de solutii

Teoria cognitivaInvatul verbal inteligibil

Materialul nou este prezentat intr-un mod sistematic si este conectat cu la structurile cognitive existente intr-un mod inteligibil.

Invatarea verbala inteligibila Teoria cognitivaCand participantii in curs au dificultati cu un material nou, se reintorc la ceea ce cunosc bine (ancore solide).

Cognitivismul in clasaProiecte orientate pe cautare de raspusuri

Oportunitati pentru testarea ipotezelor.

Incurajarea curiozitatii

Criticile cognitivismuluiCa si teoria comportamentala, cunostintele sunt date si sunt absolute.

Modelul este mecanicist si deterministic

Nu tine cont de individualitate

Putina atentie caracteristicilor affective ale participantilor.

*Teoria invatarii social

Teoria invatarii social: oamenii nu sunt condusi de forte interne sau stimuli de mediu; in schimb comportamentele sunt invatate prin interactiunea continua a determinantilor sociali si de mediu si invatatul apare prin interactiune directa cu altii si prin observarea comportamentului celor cu care interactioneaza. (Burton, Moore, & Magliaro, 1996).

*Invatare observationalaProcesul de invatare observationala (Burton et al., 1996): Atentia: determina ce este observat (selective) si extras din experientaProcesul de retentie: modalitatile de comportament sunt retinute.Procesele de reproducere motorie: comportamentul este reprodus si rafinat pe baza de feedback. Motivatia: posibilitatea comportamentului de a fi adoptat este mai mare daca acesta este considerat valoros si functional.

*Invatarea observationalaA. Invatarea prin observare: nu trebuie facut ceva pentru a invataB. Abstractizeaza, decide, angajeaza: oamenii observa ceva in mediu, abstractizeaza ceea ce vad, decid daca este important ceea ce vad si apoi repeat comportamentul.

*Teoria invatarii sociale

Determinism reciproc: Factorii interpersonali si nonsociali sunt corelati.Comportamentul individual apare datorita unor interactiuni anterioare cu alti oameni. (Glover, Bruning, & Filbeck, 1983)

Teoria nevoiiO nevoie reprezinta o deficient perceputa de o persoana ca urmare a unor experiente la un anumit moment dat. O nevoie motiveaza o persoana sa se comporte intr-un mod care satisfice acea deficienta.Teoria nevoii sugereaza ca trainer-ul trebuie sa identifice nevoile participantilor intr-un curs si sa comunice cu acestia despre cum acel curs va satisfice acele nevoi.*

Teoria asteptarilorComportamentul este legat de trei factori:Asteptarile: Convingerea participantului in curs ca un effort crescut in curs ca conduce la o performanta crescuta.Instrumentalitate: Convingerea participantului in curs ca un anumit comportament va conduce la o anumita recompensa.Valenta: Valoarea pe care participantii in curs o dau acelei recompense.

Cum ar putea fi folosita aceasta teorie in procesul educational?*

Teorii procesarii informatieiTeoria procesarii informatiei: Informatia este preluata de creer.Informatia parcurge un process de transformare.Informatia este codata in memoria de scurta si lunga durata. Informatia este stocata si facuta disponibila pentru a fi gasita si utilizata ulterior. Feedback de la mediu. *

Teoriile invatariiCum credeti ca veti utiliza aceste teorii in viitoarele voastre programe de training?*

* *Objectives for Unit #3* **Malcolm Knowles coined the word andragogy in 1970. Most of us are more familiar with the term pedagogy as the process of helping children learn. Andragogy is the art and science of helping adults learn.

Knowles, Malcolm A. (1970). The modern practice of adult education. New York. Association Press.

It is especially important to consider principles of adult learning when developing training programs. A common theme of successful adult training is that of mutuality, in which both the trainer and the learner are involved in creating a learning experience and making sure that learning occurs. **Acquiring new information and knowledge is part of everyday adult life.Learning is an individual process.*Control over learning: Adult learners tend to be self-directed in their lives. To meet this need, training programs should try to include adult learners in the planning of the training program.

High motivation to learn: Since most adult learning is voluntary or optional, adult learners make personal choices to attend training even when such training is tied to professional development of job skills. Trainers do not need to spend a lot of time trying to motivate adult learners but can concentrate on facilitating the learning that adults are already motivated to pursue.

Pragmatic in learning: Adult learners are motivated to learn information that is immediately applicable to their situation and needs. To meet this need, program content must be relevant to the application needs of the learners.

Learning may be a secondary role: For most adult learners, the student role is a minor and/or secondary aspect of their lives. Because of multiple roles, most adults have far less time and energy to read, study or learn. Adult education programs require flexibility and more learning time.

Resistant to change: Learning often involves changes in attitudes or actions. Adults tend to be somewhat resistant to such change and may be comfortable doing things the way they have done them in the past.

Adult learners are more diverse: Adult learners are diverse in terms of age, background, training and experience, much more than traditional age learners. Training programs must allow for a variety of learning styles and use different training methods, allowing more time for interaction between adults to allow learners to network to share perspectives and experiences.

Draw on past experiences in learning: Adult learners tend to link any new learning to their previous experience. They evaluate the validity of new ideas and concepts in light of how the idea or concept fits their experience. Trainers should take advantage of adult learner experience and help the adult learner link new ideas to previous learning and encourage discussion on how new ideas fit the experience of learners.

Learning often self-initiated: Adults often recognize a need and will initiate learning on their own without stimulus from outside sources.

Learning aimed at an immediate goal: Adults often engage in learning to solve a problem or to achieve a solution. They are often not interested in the broad picture but instead want specific information from training that they can apply immediately in the workplace.

Sources:Houle, C. O. (1984). Patterns of learning. Jossey-Bass,

Ball, C. L. (1996). Demystifying adult literacy for volunteer tutors: A reference handbook and resource guide. Retrieved from www.nald.ca/library/learning/demyst/demyst.htm.

Learning : A permanent change in human capabilities that is not a result of the growth process.

Learning outcomes: What is learned.

Verbal information : Names, labels, facts, etc. Specific information that employees need for job performance.

Intellectual skills: Understanding concepts and rules that enable individuals to solve problems and make inferences.

Motor skills: Coordination and dexterity necessary to perform job-related tasks. For example, an arborist must learn how to climb trees.

Attitudes: The combinations of beliefs and feelings that influence an individual to behave in a certain way. Beliefs are cognitive components of attitudes and feelings are affective components. Intent to behave in a certain way in response to specific circumstances is the intentional component of attitudes. Training programs are sometimes intended to change employee attitudes.

Cognitive strategies: Methods that regulate the process of learning. These are the learners decisions to behave in a certain way that facilitates learning. For example, the learner makes a conscious decision to attend class, pay attention to discussion, take notes, etc. (Noe, 2008.)*Concrete experience: The learner first encounters an experience.

Reflective observation: The learner thinks about the experience and the problem.

Abstract conceptualization: The learner thinks about different ways to solve the problem.

Active experimentation: The learner implements the ideas about how to solve the problem.

Think about a child learning to ride a bicycle. The child jumps on the new bicycle, takes off and probably falls over. Ouch! Thats a concrete experience (or maybe an experience with concrete!) Its likely he thinks about the fall (reflective observation) and doesnt want to do that again, so he must think of another way to solve the problem. He may think he never wants to ride again (abstract conceptualization). Thats one way to solve the problem, but when all his friends are riding, he knows its not a very good solution. He needs to come up with some other ideas for riding safely, getting in more practice and less pain! Maybe Mom or Dad could hold on to the back of his shirt while he practices or maybe he can try riding at various speeds. Eventually, with enough practice (active experimentation), he gets the hang of it and rides off with his friends! Learning has occurred!

*Information is learned from what we see and hear and from the inferences we make from that information. Many adults believe that they learn best from experience. Therefore, it is important that trainers include opportunities for trainees to experience activities and to practice the material learned.

Visual: I see it.Auditory: I hear it.Kinesthetic: I do it.*Learning is a multi-step process that is both mental and physical.

Expectancy is the mental state that the learner brings to the instructional process. This includes the learners motivation to learn and whether the learner has the basic skills necessary to learn the information presented. For example, if the learner is deficient in basic reading skills, the training must be presented without the need for readingotherwise, the learner will not benefit from the training.

Perception leads to understanding. It is the ability of the learner to organize the material so that it can be useful and acted on.

Both working storage and semantic encoding are related to short-term memory. Working storage allows the learner to rehearse and repeat the information so that it can be entered into memory. Working storage is limited, and research indicates that not more than five messages can be processed for storage at any one time. Semantic encoding is the actual coding process that enters messages into memory.

Rehearsal focuses on learning through repetition or memorization. It is the simplest learning strategy.

Organizing is more complicated and requires that the learner find similarities and themes in the material learned and categorize material accordingly.

Elaboration occurs when the learner relates the material learned to other knowledge and draws appropriate conclusions.

Retrieval involves identifying the new learning in long-term memory and retrieving it for use at another time. Not only does the learner need to retrieve the information learned, but the information then must be generalized to use in similar situations.

Gratifying is the feedback the learner receives from using the information in new situations.

(Noe, 2008)

***Biological basis for learning you have it or you dontits a thing you inherit This is a commonly used learning theory. It makes the assumption that people will respond positively when good behavior is rewarded and they will repeat the desired behavior to continue obtaining the reward. This is positive reinforcement. Negative reinforcement is just the opposite, but it makes the same assumption. It assumes that people will avoid behaviors that are punishing or somehow painful. Negative reinforcement administers a form of punishment to a specific behavior with the expectation that to avoid the punishment, individuals will not repeat the behavior.

Extinction is the process of withdrawing all reinforcement, both positive and negative, in an effort to eliminate the behavior. It assumes that if the behavior is ignored, it will be discontinued.

How can this theory be used in training?

Trainers need to identify what outcomes the learners find positive (and negative) and then link those outcomes to the learners acquisition of knowledge, skills or changing behavior.

***Grew in response to Behaviorism in an effort to better understand the mental processes behind learning

***An example of a powerful concept is addition. Instead of drilling facts

1 + 1 = 21 + 2 = 3

into peoples heads, teach them the CONCEPT of addition.*New material is related to something they already know!*.*Staged scaffolding: not based on ability or experiencebased on developmental stage (age most predominantly)*Does not account enough for individuality and differences in staged development

Little emphasis on affective characteristics, especially motivation

****Note to the instructor: It may be appropriate (if there is time available) to add information here on Maslows hierarchy of needs theory and on McClellands theory of need for achievement, affiliation and power. *Expectancy theory suggests that individuals will only make the effort to improve their performance if they believe their extra effort will lead to the desired performance and thereby result in a desired reward. They must see the link between effort and performance in achieving the outcome. The other key issue in expectancy theory is that the outcome must be valued by the individual or the individual will not make the effort necessary to attain the outcome. Dont expect a weekend at a golf resort to increase employee performance if the employee involved doesnt like golf!

Ask students to discuss how this theory relates to training.

(Noe, 2008)*Information processing theory assumes that learning occurs in the brain as a result of stimulus. The information is encoded, stored and later made available to use for various purposes. The final link in the model is feedback from the environment, which gives the learner an evaluation of the information. * *