{"id":289,"date":"2017-03-10T11:12:01","date_gmt":"2017-03-10T17:12:01","guid":{"rendered":"http:\/\/dgnal.net\/portfolio\/?page_id=289"},"modified":"2019-07-31T14:48:41","modified_gmt":"2019-07-31T19:48:41","slug":"theory-to-practice","status":"publish","type":"page","link":"https:\/\/dgnal.net\/portfolio\/theory-to-practice\/","title":{"rendered":"Theory to Practice"},"content":{"rendered":"<h3><strong><u>From Theory to Practice<\/u><\/strong><\/h3>\n<p>At the beginning of all movements or changes of thought are some initial, foundational ideas that set it apart from what the world considers normative for the subject. \u00a0For Adult Learning, these are given to us by Malcom Knowles in\u00a0a variety of his books starting in 1950 and updated\/added to in 1984. \u00a0The original four concepts (since expand to six) are listed here to &#8216;set the stage&#8217; for AET today.<\/p>\n<p><u>Malcom Knowles &#8211; Principles of Adult Learning<\/u>\u00a0\u00a0(click on the title to expand that specific section)<\/p>\n<script>\r\n\t\t\t\t\tjQuery(document).ready(function($)\r\n\t\t\t\t\t{\r\n\t\t\t\t\t\t\r\n\t\t\t\t\t\t$(function() {\r\n\t\t\t\t\t\t\t$( \"#accordions-tabs-147\" ).tabs().addClass( \"ui-tabs-vertical ui-helper-clearfix\" );\r\n\t\t\t\t\t\t\t$( \"#accordions-tabs-147 li\" ).removeClass( \"ui-corner-top\" ).addClass( \"ui-corner-left\" );\r\n\t\t\t\t\t\t});\r\n\t\t\t\t\t\t\r\n\t\t\t\t\t\t$(\"#accordions-tabs-147\" ).tabs({\r\n\t\t\t\t\t\t\t\tcollapsible: true,\r\n\t\t\t\t\t\t\t\tevent: \"click\",\r\n\t\t\t\t\t\t\t\tactive: \"0\",\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t});\r\n\t\t\t\t\t\t\t\t\t})\r\n\r\n\t\t\t\t\t<\/script><style type='text\/css'>\r\n\t\t\t\/\/#accordions-tabs-147{display: none;}\r\n\t\t#accordions-tabs-147{\r\n\t\t\t\ttext-align: left;}\r\n\t\t#accordions-tabs-147{\r\n\t\t\t\tbackground: url() repeat scroll 0 0;\r\n\t\t\t\tpadding: 0;\r\n\t\t\t\t}\r\n\t\t#accordions-tabs-147 .accordions-tab-head{\r\n\t\t\tbackground:rgba(219,133,96,1) none repeat scroll 0 0;\r\n\t\t\tcolor:#ffffff;\r\n\t\t\tfont-size:14px;\r\n\t\t\t\r\n\t\t\tmargin:1px;\r\n\t\t\tpadding:10px;\t\t\t\r\n\t\t\t}\t\t\r\n\t\t\r\n\t\t#accordions-tabs-147 .accordions-head-title{\r\n\t\t\t\r\n\t\t\t}\r\n\t\t\r\n\t\t\r\n\t\t#accordions-tabs-147 .ui-tabs-active a{\r\n\t\t\tbackground: #db6532;\r\n\t\t\r\n\t\t\t}\r\n\t\t#accordions-tabs-147 .tabs-content{\r\n\t\t\t\tbackground:rgba(232,198,134,1) none repeat scroll 0 0;\r\n\t\t\t\t\r\n\t\t\t\tcolor:#333333;\r\n\t\t\t\tfont-size:13px;\r\n\t\t\t\tmargin:0;\r\n\t\t\t\tpadding:10px;\r\n\t\t\t\t}\r\n\t\t\t\t\r\n\t\t#accordions-tabs-147 .accordions-tab-icons{\r\n\t\t\t\tcolor:#565656;\r\n\t\t\t\tfont-size:16px;\t\t\t\t\r\n\t\t\t\t}\r\n\t\t\t\t<\/style><style type=\"text\/css\">#accordions-147{}\r\n#accordions-147 .accordions-head{}\r\n#accordions-147 .accordion-content{}<\/style><style type=\"text\/css\">\r\n\t\t\t\t\r\n  .ui-tabs-vertical { width: 55em; }\r\n  .ui-tabs-vertical .ui-tabs-nav { float: left; width: 200px;overflow: hidden; }\r\n  .ui-tabs-vertical .ui-tabs-nav li { clear: left; width: 100%; }\r\n  .ui-tabs-vertical .ui-tabs-panel { padding: 1em; float: left; width: 40em;}\r\n\t\t\t\t\r\n\t\t\t\t<\/style><style type=\"text\/css\">\r\n\t\t\t\t\r\n.accordions-tabs .ui-tabs-active .accordions-tab-plus {\r\n  display: none;\r\n}\r\n\r\n.accordions-tabs .ui-tabs-active .accordions-tab-minus {\r\n  display: inline;\r\n}\r\n\t\t\t\t\r\n\t\t\t\t<\/style><p id=\"accordions-tabs-lazy-147\" class=\"accordions-tabs-lazy\"><img decoding=\"async\" src=\"https:\/\/dgnal.net\/portfolio\/wp-content\/plugins\/accordions\/assets\/frontend\/images\/loading.gif\"\/><\/p><script>jQuery( window ).load(function() {\r\n\t\t\tjQuery('#accordions-tabs-lazy-147').fadeOut();\r\n\t\t\tjQuery('#accordions-tabs-147').fadeIn();\r\n\t\t\t});<\/script><div id=\"accordions-tabs-147\" class=\"accordions-tabs-themes accordions-tabs flat accordions-tabs-147\"><ul><li class=\"tabs-nav\" ><a style=\"\" class=\"accordions-tab-head\" href=\"#tabs-0\"><i class=\"accordions-tab-icons left accordions-tab-plus fa fa-chevron-up\"><\/i><i class=\"accordions-tab-icons left accordions-tab-minus fa fa-arrow-down fa-chevron-down\"><\/i><span class=\"accordions-tabs-head-title\">Self Concept<\/span><\/a><\/li><li class=\"tabs-nav\" ><a style=\"\" class=\"accordions-tab-head\" href=\"#tabs-1488164076791\"><i class=\"accordions-tab-icons left accordions-tab-plus fa fa-chevron-up\"><\/i><i class=\"accordions-tab-icons left accordions-tab-minus fa fa-arrow-down fa-chevron-down\"><\/i><span class=\"accordions-tabs-head-title\">Experience<\/span><\/a><\/li><li class=\"tabs-nav\" ><a style=\"\" class=\"accordions-tab-head\" href=\"#tabs-1488164079077\"><i class=\"accordions-tab-icons left accordions-tab-plus fa fa-chevron-up\"><\/i><i class=\"accordions-tab-icons left accordions-tab-minus fa fa-arrow-down fa-chevron-down\"><\/i><span class=\"accordions-tabs-head-title\">Depends on need<\/span><\/a><\/li><li class=\"tabs-nav\" ><a style=\"\" class=\"accordions-tab-head\" href=\"#tabs-1488164371495\"><i class=\"accordions-tab-icons left accordions-tab-plus fa fa-chevron-up\"><\/i><i class=\"accordions-tab-icons left accordions-tab-minus fa fa-arrow-down fa-chevron-down\"><\/i><span class=\"accordions-tabs-head-title\">Problem centered focus<\/span><\/a><\/li><li class=\"tabs-nav\" ><a style=\"\" class=\"accordions-tab-head\" href=\"#tabs-1488164372975\"><i class=\"accordions-tab-icons left accordions-tab-plus fa fa-chevron-up\"><\/i><i class=\"accordions-tab-icons left accordions-tab-minus fa fa-arrow-down fa-chevron-down\"><\/i><span class=\"accordions-tabs-head-title\">Internal motivation<\/span><\/a><\/li><li class=\"tabs-nav\" ><a style=\"\" class=\"accordions-tab-head\" href=\"#tabs-1488164373982\"><i class=\"accordions-tab-icons left accordions-tab-plus fa fa-chevron-up\"><\/i><i class=\"accordions-tab-icons left accordions-tab-minus fa fa-arrow-down fa-chevron-down\"><\/i><span class=\"accordions-tabs-head-title\">Need to know why<\/span><\/a><\/li><\/ul><div class=\"tabs-content\" id=\"tabs-0\"><p>Self concept refers to an adult becoming more self-directed and independent as he\/she matures. Adults typically want to choose what they want to learn, when they want to learn it, and how they want to learn. This assumption means that educators can provide more choices for learners, such as allowing them to design their own tests, and\/or providing a collaborative learning environment that foster mutual respect.<\/p>\n<\/div><div class=\"tabs-content\" id=\"tabs-1488164076791\"><p>Adult learners have a wealth of life experiences that they bring with them into new learning experiences. Because of this, they are able to contribute richness to class discussions and are considered valuable resources for learning from and with each other. \u00a0Some of the experiences, though, may cause misinformation or biases related to the new learning and must be clarified so as not to cause a barrier to the new learning.<\/p>\n<\/div><div class=\"tabs-content\" id=\"tabs-1488164079077\"><p>Whether or not an adult is ready to learn depends on what they need to know in order to deal with life situations. \u00a0Life situations that compel adults to learn include such things as learning to care for a child who has been diagnosed with a disease, or learning to cook healthy meals to prevent health risks.<\/p>\n<\/div><div class=\"tabs-content\" id=\"tabs-1488164371495\"><p>Adults need to see the immediate application of learning. \u00a0Therefore, they seek learning opportunities that will enable them to solve problems.<\/p>\n<\/div><div class=\"tabs-content\" id=\"tabs-1488164372975\"><p>Adults will seek learning opportunities due to some external motivators, but the more potent motivators (self-esteem, better quality of life, self-actualization, etc.) are internal.<\/p>\n<\/div><div class=\"tabs-content\" id=\"tabs-1488164373982\"><p>Adults need to know what\u2019s in it for them \u2013 how this new knowledge will solve a problem or be immediately applied.<\/p>\n<\/div><\/div>\n<p>Some other early work was done by B. F. Skinner (1938 &#8211; from book, &#8220;The Behavior of Organisms: An Experimental Analysis&#8221;) &#8211; Operant Conditioning: Positivly reinforcing good behavior will increase its repeatability.<\/p>\n\r\n\t\t\t\r\n\t\t\t\r\n\t\t\t\r\n\t\t\t<script>\r\n\t\t\t\t\tjQuery(document).ready(function($){\r\n\t\t\t\t\t\t\r\n\t\t\t\t\t\t\r\n\t\t\t\t\t\t\r\n\t\t\t\t\t\t\r\n\t\t\t\t\t\t\r\n\t\t\t\t\t\t\r\n\t\t\t\t\t\t\r\n\t\t\t\t\t\t\r\n\t\t\t\t\t\t\r\n\t\t\t\t\t\t\r\n\t\t\t\t\t\t$(\"#accordions-350.accordions\").accordion({\r\n\t\t\t\t\t\t\tevent: \"click\",\r\n\t\t\t\t\t\t\tcollapsible: true,\r\n\t\t\t\t\t\t\theightStyle: \"content\",\r\n\t\t\t\t\t\t\tanimate: \"linear\",\r\n\t\t\t\t\t\t\tnavigation: true,\r\n\t\t\t\t\t\t\tactive: 0,changestart: function(event, ui) {\r\n\t\t\t\t\t\t\t\tchild.accordion(\"activate\", false); \r\n\t\t\t\t\t\t\t}\r\n\t\t\t\t\t\t});\r\n\t\t\t\t\t\t\r\n\t\t\t\t\t\tvar child = $(\".child-accordion\").accordion({\r\n\t\t\t\t\t\t\tactive:true,heightStyle: \"content\",\r\n\t\t\t\t\t\t\tcollapsible: true,\r\n\t\t\t\t\t\t\tanimated: \"swing\",\r\n\r\n\t\t\t\t\t\t});\r\n\t\t\t\t\t})<\/script><style type='text\/css'>\r\n\t\t#accordions-350{display: none;}\r\n\t#accordions-350{\r\n\t\t\ttext-align: left;}\r\n\t#accordions-350{\r\n\t\t\tbackground: url() repeat scroll 0 0;\r\n\t\t\tpadding: 0;\r\n\t\t\t}\r\n\t#accordions-350 .accordions-head{\r\n\t\t\r\n\t\tbackground:rgba(219,133,96,1) none repeat scroll 0 0;\r\n\t\tmargin:1px;\r\n\t\tpadding:10px;\t\t\t\r\n\t\t}\t\t\r\n\t\r\n\t#accordions-350 .accordions-head-title{\r\n\t\tcolor:#ffffff;\r\n\t\tfont-size:14px;\r\n\t\t}\r\n\t\r\n\t#accordions-350 .accordions-head-title-toogle{\r\n\t\tcolor:#ffffff;\r\n\t\tfont-size:14px;\r\n\t\t}\t\r\n\t\r\n\t\r\n\t#accordions-350 .accordions-head:hover .accordions-head-title{\r\n\t\tcolor:#000;\r\n\t\t}\t\t\r\n\t\r\n\t\r\n\t#accordions-350 .ui-accordion-header-active{\r\n\t\tbackground: #db6432;\r\n\t\r\n\t\t}\r\n\t#accordions-350 .accordion-content{\r\n\t\t\tbackground:rgba(232,198,134,1) none repeat scroll 0 0;\r\n\t\t\tcolor:#333333;\r\n\t\t\tfont-size:13px;\r\n\t\t\tmargin:0;\r\n\t\t\tpadding:10px;\r\n\t\t\t}\r\n\t\t\t\r\n\t\r\n\t#accordions-350 .accordion-icons{\r\n\t\t\tcolor:#565656;\r\n\t\t\tfont-size:16px;\t\t\t\t\r\n\t\t\t}\r\n\t\t\t\r\n\t#accordions-350 .accordions-head:hover .accordion-icons{\r\n\t\t\tcolor:#999;\t\t\t\r\n\t\t\t}\t\t\t\t\r\n\t\t\t\r\n\t\t\t<\/style><style type=\"text\/css\">#accordions-350{}\r\n#accordions-350 .accordions-head{}\r\n#accordions-350 .accordion-content{}<\/style><p id=\"accordions-lazy-350\" class=\"accordions-lazy\"><img decoding=\"async\" src=\"https:\/\/dgnal.net\/portfolio\/wp-content\/plugins\/accordions\/assets\/frontend\/images\/loading.gif\"\/><\/p><script>\r\n\t\t\tjQuery( window ).load(function() {\r\n\t\t\tjQuery('#accordions-lazy-350').fadeOut();\r\n\t\t\tjQuery('#accordions-350').fadeIn();\r\n\t\t\t});<\/script><div id=\"accordions-350\" class=\"accordions accordions-themes flat accordions-350\"><div id=\"0\" style=\"\" class=\"accordions-head head0\" toogle-text=\"\" main-text=\"B.F. Skinner - Programmed Instruction should:\" ><div class=\"accordion-icons left accordion-plus fa fa-chevron-up\"><\/div><div class=\"accordion-icons left accordion-minus fa fa-chevron-down\"><\/div><div id=\"0\"    class=\"accordions-head-title\">B.F. Skinner - Programmed Instruction should:<\/div><\/div><div class=\"accordion-content content0\"><ul>\n<li>Present information in small steps<\/li>\n<li>Require responses to questions<\/li>\n<li>Provide immediate feedback<\/li>\n<li>Allow learners to move\/progress at their own pace<\/li>\n<\/ul>\n<\/div><\/div>\n<p>These ideals caught on with many instructors and were expanded in thought in various ways. \u00a0One such expansion which stood out to me was the work done by Gagne (1985) as it listed some basics of what an instructional moment should\/could include. \u00a0I&#8217;ve listed them below so that I would continually use this area as a reference when discussing AET and working on new material for my own courses.<\/p>\n\r\n\t\t\t\r\n\t\t\t\r\n\t\t\t\r\n\t\t\t<script>\r\n\t\t\t\t\tjQuery(document).ready(function($){\r\n\t\t\t\t\t\t\r\n\t\t\t\t\t\t\r\n\t\t\t\t\t\t\r\n\t\t\t\t\t\t\r\n\t\t\t\t\t\t\r\n\t\t\t\t\t\t\r\n\t\t\t\t\t\t\r\n\t\t\t\t\t\t\r\n\t\t\t\t\t\t\r\n\t\t\t\t\t\t\r\n\t\t\t\t\t\t$(\"#accordions-158.accordions\").accordion({\r\n\t\t\t\t\t\t\tevent: \"click\",\r\n\t\t\t\t\t\t\tcollapsible: true,\r\n\t\t\t\t\t\t\theightStyle: \"content\",\r\n\t\t\t\t\t\t\tanimate: \"linear\",\r\n\t\t\t\t\t\t\tnavigation: true,\r\n\t\t\t\t\t\t\tactive: 999999,changestart: function(event, ui) {\r\n\t\t\t\t\t\t\t\tchild.accordion(\"activate\", false); \r\n\t\t\t\t\t\t\t}\r\n\t\t\t\t\t\t});\r\n\t\t\t\t\t\t\r\n\t\t\t\t\t\tvar child = $(\".child-accordion\").accordion({\r\n\t\t\t\t\t\t\tactive:true,heightStyle: \"content\",\r\n\t\t\t\t\t\t\tcollapsible: true,\r\n\t\t\t\t\t\t\tanimated: \"swing\",\r\n\r\n\t\t\t\t\t\t});\r\n\t\t\t\t\t})<\/script><style type='text\/css'>\r\n\t\t#accordions-158{display: none;}\r\n\t#accordions-158{\r\n\t\t\ttext-align: left;}\r\n\t#accordions-158{\r\n\t\t\tbackground: url() repeat scroll 0 0;\r\n\t\t\tpadding: 0;\r\n\t\t\t}\r\n\t#accordions-158 .accordions-head{\r\n\t\t\r\n\t\tbackground:rgba(219,133,96,1) none repeat scroll 0 0;\r\n\t\tmargin:1px;\r\n\t\tpadding:10px;\t\t\t\r\n\t\t}\t\t\r\n\t\r\n\t#accordions-158 .accordions-head-title{\r\n\t\tcolor:#ffffff;\r\n\t\tfont-size:14px;\r\n\t\t}\r\n\t\r\n\t#accordions-158 .accordions-head-title-toogle{\r\n\t\tcolor:#ffffff;\r\n\t\tfont-size:14px;\r\n\t\t}\t\r\n\t\r\n\t\r\n\t#accordions-158 .accordions-head:hover .accordions-head-title{\r\n\t\tcolor:#000;\r\n\t\t}\t\t\r\n\t\r\n\t\r\n\t#accordions-158 .ui-accordion-header-active{\r\n\t\tbackground: #db6532;\r\n\t\r\n\t\t}\r\n\t#accordions-158 .accordion-content{\r\n\t\t\tbackground:rgba(255,255,255,1) none repeat scroll 0 0;\r\n\t\t\tcolor:#333333;\r\n\t\t\tfont-size:13px;\r\n\t\t\tmargin:0;\r\n\t\t\tpadding:10px;\r\n\t\t\t}\r\n\t\t\t\r\n\t\r\n\t#accordions-158 .accordion-icons{\r\n\t\t\tcolor:#565656;\r\n\t\t\tfont-size:16px;\t\t\t\t\r\n\t\t\t}\r\n\t\t\t\r\n\t#accordions-158 .accordions-head:hover .accordion-icons{\r\n\t\t\tcolor:#999;\t\t\t\r\n\t\t\t}\t\t\t\t\r\n\t\t\t\r\n\t\t\t<\/style><style type=\"text\/css\">#accordions-158{}\r\n#accordions-158 .accordions-head{}\r\n#accordions-158 .accordion-content{}<\/style><p id=\"accordions-lazy-158\" class=\"accordions-lazy\"><img decoding=\"async\" src=\"https:\/\/dgnal.net\/portfolio\/wp-content\/plugins\/accordions\/assets\/frontend\/images\/loading.gif\"\/><\/p><script>\r\n\t\t\tjQuery( window ).load(function() {\r\n\t\t\tjQuery('#accordions-lazy-158').fadeOut();\r\n\t\t\tjQuery('#accordions-158').fadeIn();\r\n\t\t\t});<\/script><div id=\"accordions-158\" class=\"accordions accordions-themes flat accordions-158\"><div id=\"0\" style=\"\" class=\"accordions-head head0\" toogle-text=\"\" main-text=\"Nine Events of Instruction by Robert Gagne (1985)  (click here to expand)\" ><div class=\"accordion-icons left accordion-plus fa fa-chevron-up\"><\/div><div class=\"accordion-icons left accordion-minus fa fa-chevron-down\"><\/div><div id=\"0\"    class=\"accordions-head-title\">Nine Events of Instruction by Robert Gagne (1985)  (click here to expand)<\/div><\/div><div class=\"accordion-content content0\"><ol>\n<li>Gain the learners' attention<\/li>\n<li>Inform the learners of the objective<\/li>\n<li>Stimulate recall of prior learning<\/li>\n<li>Present the stimulus<\/li>\n<li>Provide guidance for the learners<\/li>\n<li>Elicit learner performance<\/li>\n<li>Provide feedback<\/li>\n<li>Assess learner performance<\/li>\n<li>Enhance retention and transfer (varied practice and reviews)<\/li>\n<\/ol>\n<\/div><\/div>\n<p>Much of Adult Learning is centered around the ideas of a continual type of semester work whereas my usage\/needs are those that are typically a one-time event and limited to maybe an hour. \u00a0This learning environment has some special constraints apart from the norm and has been detailed in <a href=\"http:\/\/dgnal.net\/portfolio\/about-me\/philosophy-of-teaching\/\" target=\"_blank\" rel=\"noopener noreferrer\">my personal philosophy of learning document<\/a>. \u00a0There are also some aspects of the AET curricula that stood out to me and I believe incorporate the &#8216;established, accepted, or self-evidently true&#8217; aspects of AET to me and are summarized below (to serve as a follow-up reference, remembrance, and incorporation into AET learning opportunities that I am a part of):<\/p>\n<h3><u>Dave&#8217;s Axioms of AET<\/u><\/h3>\n<script>\r\n\t\t\t\t\tjQuery(document).ready(function($)\r\n\t\t\t\t\t{\r\n\t\t\t\t\t\t\r\n\t\t\t\t\t\t$(function() {\r\n\t\t\t\t\t\t\t$( \"#accordions-tabs-207\" ).tabs().addClass( \"ui-tabs-vertical ui-helper-clearfix\" );\r\n\t\t\t\t\t\t\t$( \"#accordions-tabs-207 li\" ).removeClass( \"ui-corner-top\" ).addClass( \"ui-corner-left\" );\r\n\t\t\t\t\t\t});\r\n\t\t\t\t\t\t\r\n\t\t\t\t\t\t$(\"#accordions-tabs-207\" ).tabs({\r\n\t\t\t\t\t\t\t\tcollapsible: true,\r\n\t\t\t\t\t\t\t\tevent: \"click\",\r\n\t\t\t\t\t\t\t\tactive: \"999999\",\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t});\r\n\t\t\t\t\t\t\t\t\t})\r\n\r\n\t\t\t\t\t<\/script><style type='text\/css'>\r\n\t\t\t\/\/#accordions-tabs-207{display: none;}\r\n\t\t#accordions-tabs-207{\r\n\t\t\t\ttext-align: left;}\r\n\t\t#accordions-tabs-207{\r\n\t\t\t\tbackground: url() repeat scroll 0 0;\r\n\t\t\t\tpadding: 0;\r\n\t\t\t\t}\r\n\t\t#accordions-tabs-207 .accordions-tab-head{\r\n\t\t\tbackground:rgba(219,133,96,1) none repeat scroll 0 0;\r\n\t\t\tcolor:#ffffff;\r\n\t\t\tfont-size:14px;\r\n\t\t\t\r\n\t\t\tmargin:1px;\r\n\t\t\tpadding:10px;\t\t\t\r\n\t\t\t}\t\t\r\n\t\t\r\n\t\t#accordions-tabs-207 .accordions-head-title{\r\n\t\t\t\r\n\t\t\t}\r\n\t\t\r\n\t\t\r\n\t\t#accordions-tabs-207 .ui-tabs-active a{\r\n\t\t\tbackground: #db6532;\r\n\t\t\r\n\t\t\t}\r\n\t\t#accordions-tabs-207 .tabs-content{\r\n\t\t\t\tbackground:rgba(232,198,134,1) none repeat scroll 0 0;\r\n\t\t\t\t\r\n\t\t\t\tcolor:#333333;\r\n\t\t\t\tfont-size:13px;\r\n\t\t\t\tmargin:0;\r\n\t\t\t\tpadding:10px;\r\n\t\t\t\t}\r\n\t\t\t\t\r\n\t\t#accordions-tabs-207 .accordions-tab-icons{\r\n\t\t\t\tcolor:#565656;\r\n\t\t\t\tfont-size:16px;\t\t\t\t\r\n\t\t\t\t}\r\n\t\t\t\t<\/style><style type=\"text\/css\">#accordions-207{}\r\n#accordions-207 .accordions-head{}\r\n#accordions-207 .accordion-content{}<\/style><style type=\"text\/css\">\r\n\t\t\t\t\r\n  .ui-tabs-vertical { width: 55em; }\r\n  .ui-tabs-vertical .ui-tabs-nav { float: left; width: 200px;overflow: hidden; }\r\n  .ui-tabs-vertical .ui-tabs-nav li { clear: left; width: 100%; }\r\n  .ui-tabs-vertical .ui-tabs-panel { padding: 1em; float: left; width: 40em;}\r\n\t\t\t\t\r\n\t\t\t\t<\/style><style type=\"text\/css\">\r\n\t\t\t\t\r\n.accordions-tabs .ui-tabs-active .accordions-tab-plus {\r\n  display: none;\r\n}\r\n\r\n.accordions-tabs .ui-tabs-active .accordions-tab-minus {\r\n  display: inline;\r\n}\r\n\t\t\t\t\r\n\t\t\t\t<\/style><p id=\"accordions-tabs-lazy-207\" class=\"accordions-tabs-lazy\"><img decoding=\"async\" src=\"https:\/\/dgnal.net\/portfolio\/wp-content\/plugins\/accordions\/assets\/frontend\/images\/loading.gif\"\/><\/p><script>jQuery( window ).load(function() {\r\n\t\t\tjQuery('#accordions-tabs-lazy-207').fadeOut();\r\n\t\t\tjQuery('#accordions-tabs-207').fadeIn();\r\n\t\t\t});<\/script><div id=\"accordions-tabs-207\" class=\"accordions-tabs-themes accordions-tabs flat accordions-tabs-207\"><ul><li class=\"tabs-nav\" ><a style=\"\" class=\"accordions-tab-head\" href=\"#tabs-0\"><i class=\"accordions-tab-icons left accordions-tab-plus fa fa-chevron-up\"><\/i><i class=\"accordions-tab-icons left accordions-tab-minus fa fa-arrow-down fa-chevron-down\"><\/i><span class=\"accordions-tabs-head-title\">All Modalities<\/span><\/a><\/li><li class=\"tabs-nav\" ><a style=\"\" class=\"accordions-tab-head\" href=\"#tabs-1488517497564\"><i class=\"accordions-tab-icons left accordions-tab-plus fa fa-chevron-up\"><\/i><i class=\"accordions-tab-icons left accordions-tab-minus fa fa-arrow-down fa-chevron-down\"><\/i><span class=\"accordions-tabs-head-title\">Sheets for extensive data<\/span><\/a><\/li><li class=\"tabs-nav\" ><a style=\"\" class=\"accordions-tab-head\" href=\"#tabs-1488517564389\"><i class=\"accordions-tab-icons left accordions-tab-plus fa fa-chevron-up\"><\/i><i class=\"accordions-tab-icons left accordions-tab-minus fa fa-arrow-down fa-chevron-down\"><\/i><span class=\"accordions-tabs-head-title\">Designed to grow<\/span><\/a><\/li><li class=\"tabs-nav\" ><a style=\"\" class=\"accordions-tab-head\" href=\"#tabs-1488517612967\"><i class=\"accordions-tab-icons left accordions-tab-plus fa fa-chevron-up\"><\/i><i class=\"accordions-tab-icons left accordions-tab-minus fa fa-arrow-down fa-chevron-down\"><\/i><span class=\"accordions-tabs-head-title\">Feedback & Correction<\/span><\/a><\/li><li class=\"tabs-nav\" ><a style=\"\" class=\"accordions-tab-head\" href=\"#tabs-1488517633917\"><i class=\"accordions-tab-icons left accordions-tab-plus fa fa-chevron-up\"><\/i><i class=\"accordions-tab-icons left accordions-tab-minus fa fa-arrow-down fa-chevron-down\"><\/i><span class=\"accordions-tabs-head-title\">Supplantive & Generative<\/span><\/a><\/li><\/ul><div class=\"tabs-content\" id=\"tabs-0\"><p><strong><u>Engage in all modalities of learning<u><\/u><\/u><\/strong><\/p>\n<p>While there is some (valid) discussion about the number of 'modes' in which people learn - it is vital that an instructor:<\/p>\n<ol>\n<li>\u00a0 Realize that people learn differently (maybe quite differently than the instructor learns)<\/li>\n<li>\u00a0 By including all of the modalities a learning opportunity has a higher chance of successful learning transfer. \u00a0(as '..learning is maximized when the strengths of <em>both<\/em> sides of the brain are activated' <span style=\"font-size: 12px;\">(Merriam &amp; Bierema, 2014)<\/span>\u00a0)<\/li>\n<\/ol>\n<p>Learning modalities are the sensory channels or pathways through which individuals give, receive, and store information.\u00a0 Perception, memory, and sensation comprise the concept of modality.\u00a0 The modalities or senses include visual, auditory, tactile\/kinesthetic, smell, and taste.\u00a0 Researchers, including Reiff, Eisler, Barbe, and Stronck have concluded that in a classroom, the students would be approximately:<\/p>\n<ul>\n<li>25-30% visual<\/li>\n<li>25-30% auditory<\/li>\n<li>15% tactile\/kinesthetic<\/li>\n<li>25-30% mixed modalities<\/li>\n<\/ul>\n<p>Therefore, only 30% of the students will remember most of what is said in a classroom lecture and another 30% will remember primarily what is seen (Caruso, 2002).<\/p>\n<p><u>Some questions to consider are:<\/u><\/p>\n<ul>\n<li>Have you incorporated a visual (directly self-explanatory) that relates to the topic?<\/li>\n<li>Is there a chance for a live demonstration of what's being taught?<\/li>\n<li>Do you have demo pieces that or some type of squishy giveaway that the audience could have 'in-hand' during the discussion?<\/li>\n<\/ul>\n<\/div><div class=\"tabs-content\" id=\"tabs-1488517497564\"><p><strong><u>Use supplemental sheets for extensive data<\/u><\/strong><\/p>\n<p>In one of our course texts, the author nonchalantly suggests that large amounts of factual\/data type information be supplied in follow-up sheets and not be the main focus of the teaching. \u00a0While it may not have been ground-breaking for them - this is how most of the sales world operates! \u00a0We want to push\/show that our 'data\/facts' are better than the next guy's, therefore, our product must be superior. \u00a0From an AET standpoint, nothing could be further from the truth! \u00a0We need to STOP doing that!<\/p>\n<p>Certainly, as engineers, we'll have to have the information for follow-up and reference when the appropriate time comes but the AET program has taught me that I need to focus on the needs\/questions that an individual might have, how can pull\/point to that information\/skillset in some teaching fashion that meets all modalities, and how can I pull information from the other students to edify the entire group. \u00a0When we consider the learning has emotions associated with it and we, as the learning facilitator, can make\/break those by setting the mood\/feel of the classroom - we will be much more effective that a 'run through of facts\/performance'.<\/p>\n<\/div><div class=\"tabs-content\" id=\"tabs-1488517564389\"><p><strong><u>We are designed to grow - win little-by-little<\/u><\/strong><\/p>\n<p><em>First, adult learners bring to the educational setting a diversity of prior experiences and present ideas about what it means to be a learner. \u00a0These experiences influence perception, how and what the learners do with new information, how they organize it, what information is kept and what is discarded, and how new information is related to previous information. \u00a0Prior experiences form the basis of beliefs and actions\u00a0that guide learners as well influence our teaching style, if we choose to incorporate these experiences into the process of further learning<\/em>\u00a0(Galbraith, 2004).<\/p>\n<p>This paragraph is something I want to remind myself of due to that fact that <strong>adults learn new material based on previous experience.<\/strong> \u00a0That previous experience might be negative, so it is incumbent upon the current learning facilitator to pull-out and access where the individuals are at before adding 'new'.<\/p>\n<p>It is also important that the various individuals EACH feel success (albeit could be small) at learning and applying the newly acquired knowledge and\/or skill. \u00a0This is where gameplay and\/or role-playing can be incorporated as a means for the individuals to 'step through' something in a 'safe' environment first. \u00a0This is also a great way to reinforce (and have a repetition of) the learning not coming only from the instructor but themselves.<\/p>\n<\/div><div class=\"tabs-content\" id=\"tabs-1488517612967\"><p><strong><u>Iterative Feedback &amp; Course Correction<\/u><\/strong><\/p>\n<p>All throughout schooling, the majority of people are focused more so on the resulting 'grade' of the course rather than the value\/content\/quality of how much they've grown in knowledge\/skillset\/application of a certain topic. \u00a0The idea of not focusing on the final result but instead tracking iterative 'none graded' polls of knowledge transfer throughout an instruction time and making course changes\u00a0can have a dramatic impact on the overall results\/success of the time together. \u00a0How many students reach a point of non-understanding and can't continue to learn until getting past their 'sticking point'. \u00a0For them to know that the instructor actually cares about them 'getting it' and taking five minutes of class time to re-teach in another way that subject could really make the difference in the individual and the class as a whole. \u00a0The concept of <strong>'Classroom Assessment Techniques' (CAT)<\/strong> was a bit new to me but quickly became something I never want to teach a course without. \u00a0Just realizing, as an instructor, to take a moment and address the 'glazed looks' makes a world of difference to the students and can re-engage them into the learning process. \u00a0The three techniques listed (<a href=\"http:\/\/dgnal.net\/portfolio\/class-room-assessment-the-minute-paper\/\" target=\"_blank\">1<\/a>, <a href=\"http:\/\/dgnal.net\/portfolio\/class-room-assessment-interest-knowledge-skills-checklist\/\" target=\"_blank\">2<\/a>, and <a href=\"http:\/\/dgnal.net\/portfolio\/class-room-assessment-teach-designed-feedback-forms\/\" target=\"_blank\">3<\/a>) were based on very quick methods of feedback that someone could use within the shortened instruction time that I'm used to to not only change that course but improve 'trouble-spots' for future students\/learning opportunities.<\/p>\n<\/div><div class=\"tabs-content\" id=\"tabs-1488517633917\"><p><strong><u>Supplantive &amp; Generative Learning<\/u><\/strong><\/p>\n<p>It is critical to remember (and I want to remind myself) that each learning opportunity is a two-way street but it doesn't (and shouldn't) be the end-all to end-all.<\/p>\n<p><em>Although the events of instruction are most often described in terms that make it seem as if the teacher is the active participant while the learners passively receive instruction....students may take an active role....Smith and Regan (2005) observe that each instructional event can be viewed as having two aspects: \u00a0the <\/em>supplantive<em> - those supplied by the instruction <\/em>itself<em>, and the generative - those\u00a0generated by the student....the events of instruction should be considered a reciprocal process, the <\/em>instructors<em> and students\u00a0making contributions that lead to an effective learning experience<\/em>\u00a0(Brown &amp; Green, 2016).<\/p>\n<p>Engaging the adult learning and allowing them to share their experiences and previous learning opportunities\u00a0will allow the group, as a whole, to learn but the facilitator needs to have thought through before class enough to have '<strong>future homework'<\/strong>. \u00a0This additional\u00a0study material will continue to engage the students and allow them to be a bit more 'self-directed' in their (generative) learning even though the short time-frame is completed with the instructor.<\/p>\n<\/div><\/div>\n<p>Thank you for taking the time to review this material and I hope in some small way that it has enticed you to look deeper into the aspects of Adult Education Techniques, engage your own critical thinking of the topic, and\/or <a href=\"http:\/\/dgnal.net\/portfolio\/contact\/\" target=\"_blank\" rel=\"noopener noreferrer\">contact me to follow-up<\/a> so that we can both grow together.<\/p>\n<p>Also, realize that you were able to implement learning principles just in this website. \u00a0Notice that I didn&#8217;t give direction on the last set of brown boxes, but you knew to click the individual boxes\/titles to expand\/read the sections. \u00a0AET can take place in all types of places!<\/p>\n<hr \/>\n<p style=\"text-align: center;\"><strong>References<\/strong><\/p>\n<p>Brown, A. H., &amp; Green, T. D. (2016). \u00a0<em>The essentials of instructional design: connecting fundamental principles<\/em><\/p>\n<p style=\"padding-left: 30px;\"><em>with process and practice.\u00a0<\/em>\u00a03rd ed. \u00a0New York: \u00a0Routledge Taylor &amp; Francis Group.<\/p>\n<p>Caruso, S. (2002, November 22). <em>Modalities<\/em>. Retrieved<\/p>\n<p style=\"padding-left: 30px;\">from\u00a0http:\/\/facultyweb.cortland.edu\/andersmd\/learning\/Modalities.htm<\/p>\n<p>Caruso, S. (2010, August 31). <em>Malcolm Knowles and the Six Assumptions Underlying Andragogy<\/em>. Retrieved<\/p>\n<p style=\"padding-left: 30px;\">from http:\/\/hrdevelopmentinfo.com\/malcolm-knowles-and-the-six-assumptions-underlying-andragogy\/<\/p>\n<p>Gagne, R. M. (1985). \u00a0<em>The conditions of learning and theory of instruction<\/em>. \u00a0New York: \u00a0Holt, Rinehart and<\/p>\n<p style=\"padding-left: 30px;\">Winston.<\/p>\n<p>Galbraith, M. W. (2004). <em>Adult learning methods: a guide for effective instruction.\u00a0<\/em>(3rd ed. \u00a0Malabar,<\/p>\n<p style=\"padding-left: 30px;\">FL: Krieger Publishing Company.<\/p>\n<p>Merriam, S. B., &amp; Bierema, L. L. (2014). <em>Adult learning: linking theory and practice<\/em>(. \u00a0San Francisco, CA:<\/p>\n<p style=\"padding-left: 30px;\">Jossey-Bass, a Wiley brand.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>From Theory to Practice At the beginning of all movements or changes of thought are some initial, foundational ideas that set it apart from what the world considers normative for the subject. \u00a0For Adult Learning, these are given to us by Malcom Knowles in\u00a0a variety of his books starting in 1950 and updated\/added to in &hellip; <a href=\"https:\/\/dgnal.net\/portfolio\/theory-to-practice\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Theory to Practice<\/span> <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-289","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/dgnal.net\/portfolio\/wp-json\/wp\/v2\/pages\/289","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/dgnal.net\/portfolio\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/dgnal.net\/portfolio\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/dgnal.net\/portfolio\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/dgnal.net\/portfolio\/wp-json\/wp\/v2\/comments?post=289"}],"version-history":[{"count":3,"href":"https:\/\/dgnal.net\/portfolio\/wp-json\/wp\/v2\/pages\/289\/revisions"}],"predecessor-version":[{"id":351,"href":"https:\/\/dgnal.net\/portfolio\/wp-json\/wp\/v2\/pages\/289\/revisions\/351"}],"wp:attachment":[{"href":"https:\/\/dgnal.net\/portfolio\/wp-json\/wp\/v2\/media?parent=289"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}