Helen Lindsay's sandbox

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Explore a range of adult learning practices such as Action Learning, Context Based learning, Project Based Learning, Reflective Learning, Open and Online Learning

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Read the attached lists of learning activities. Teaching methods examples and More teaching methods

Can you divide them into two groups

  • Methods resulting in passive learning
  • Methods resulting in active learning

Do any of the methods result in passive learning for some and active learning for others?

Consider the methods you use in your teaching; do they result in passive or active learning?

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Read Baumgartner, 2001, Four adult development theories and their implications for practice, available online at: National Centre for the Study of Adult Learning and Literacy
  1. Examine each of the four adult development theories outlined in Baumgartner
  2. Which one best matches your own philosophy of teaching?
  3. What are the implications of your alignment with this approach to your teaching and assessment practice?
  4. Discuss with colleagues in Moodle

You may also wish to read the following essential reading:

  • Brookfield, S.D., 1991, Understanding and facilitating adult learning, John Wiley & Sons
  • Lieb, S., 1991, 'Principles of adult learning', VISION, Fall, 1991, available online at: Merlot Pedagogy

Unit 3

The designer’s knowledge

As the designer, you should have an overall framework, or ‘big picture’ approach so that you can develop and design the learning resource for the context and culture of a particular learning environment. You will need a working knowledge of the following: the main branches of learning theory, including behavioural learning theory, cognitive learning theory, experiential learning theory, information processing theory, as well as knowing about current research on learning as it relates to teaching in an adult environment (covered later in this topic) principles, theories and contemporary practices of instructional design (see Topic 2) language, literacy and numeracy (LLN) issues, such as: requirements of the target audience using the Australian Core Skills Framework (ACSF) as a framework to aid instructional design (see Topic 3) knowledge of the vocational education and training (VET) system, including: relevant terminology training packages and accredited courses (see this topic: 
Topic 1) the Australian Qualifications Framework (AQF) (see this topic) legal, organisational and ethical responsibilities associated with the Australian Quality Training Framework (AQTF)2 and the assessment system, such as: maintaining client privacy and confidentiality

Adult learning theories

It is likely that the target audience for your resource will be adults. Much has been written about how adults learn and how to teach adults. There is a broad range of adult learning theories, and these theories can influence the way you design a resource. They include: behavioural learning theory cognitive learning theory experiential learning theory information processing theory other theories based on current research on learning and teaching in an adult environment. The following table highlights the key elements of the different learning theories. Adult learning theories

Research task 3: Learning Theories Research two of the learning theories listed in the table above. For a comparison of instructional design approaches, see:
University of Washington eproject, 2003, ‘Instructional design approaches’, University of Washington, viewed August 2012, <http://depts.washington.edu/eproject/Instructional
%20Design%20Approaches.htm>. Identify the practical applications these learning theories could have in relation to the design approach you are taking with your proposed learning resource. Discuss your research findings with colleagues.