Compare and Contrast Adult Learning Theories and Practices
Order ID:89JHGSJE83839 Style:APA/MLA/Harvard/Chicago Pages:5-10 Instructions:
Compare and Contrast Adult Learning Theories and Practices
Your answer will include andragogy as well as self-directed, transformative, problem-based, and experiential learning. In addition, you will investigate how experiential learning can lead to positive change in an adult learning program.
Instructions
This question has two components. Organize your paper using the following as section headings.
Analysis
Compare and contrast adult learning theories and practices.
. These include andragogy, self-directed, transformative, problem-based, and experiential learning.
Describe how you understand neuroplasticity as it relates to andragogy, self-directed, transformative, problem-based, and experiential learning.
Describe the use of discussion in self-directed, transformative, problem-based, and experiential learning.
. Consider how discussion, as presented by Brookfield, functions within each of the adult learning theories.
Evaluate the use of adult learning theories and practices in varied adult learning environments.
. Describe the advantages, disadvantages, and best practices of the adult learning instructional approaches listed.
. Describe the formal, informal, and nonformal learning environments in which adult learning takes place.
Application
Apply the principles of experiential learning to change an adult learning activity.
. Think of a course you are teaching. How could you incorporate experiential learning into one of the units? (Remember that problem-based learning is a specific form of experiential learning.)
. Describe the unit and which part you would replace with an experiential learning activity, and then describe the experiential component and how you would envision it working. If you are not teaching, imagine a course that you have taken in the past.
Describe the affects you would expect the incorporation of experiential learning to have on neuroplastic development in your learners.
Resources
Self-Directed Learning
Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice . Jossey-Bass.
. Chapter 4, “Fostering Self-Directed Learning,” pages 61–81.
. Chapter 4 is an exploration of Allen Tough’s theory of self-directed learning. While a seemingly common-sense theory, Tough was the first to analyze the actual process that adults engage in when learning on their own. This information is valuable in maximizing opportunities for adults to self-engage when they might otherwise hesitate to do so.
Experiential Learning
Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice . Jossey-Bass.
. Chapter 6, “Teaching About Power,” pages 104–126.
. This chapter includes a discussion of experiential learning, arguably the oldest theory in education as a whole. The apprenticeship model is an example of experiential learning, as is the clinical rotation in medicine, nursing, and allied health, and the internship in other professional areas.
Transformative Learning
Merriam, S. B., & Bierman, L. L. (2014). Adult learning: Linking theory and practice . Jossey-Bass.
. Chapter 5, “Democratizing the Classroom,” pages 82–103.
. Transformative learning is sometimes incorrectly referred to as “transformational learning.” Transformative learning is based on the seminal work of Jack Mesirow, who originally proposed the term to represent an exploration of the learning experience that leads to a dramatic shift in the learner’s perspective on an important issue. Transformative learning, as you will see, is a theory greatly debated in contemporary adult education.
Designing Discussions
Brookfield, S. D. (2013). Powerful techniques for teaching adults . Jossey-Bass.
. Chapter 3, “Using Discussion Methods,” pages 63–88.
. When planned carefully, discussions can make any learning environment more effective, reinforcing the concepts, theories, and applications of any learning module.
Unlike guided discussions, the situations that arise in planned discussions are truly the students’ own. You will consider this topic as part of the assignment due this week.
Additional Requirements
References: Support your assertions with references to current, scholarly resources. (resources above)
Written communication: Written communication is free of errors that detract from the overall message.
APA formatting: Resources and citations are formatted according to current APA style
Length: 7–9 typed, double-spaced pages, including cover and reference pages.
Font and font size: Times New Roman, 12 point.
Compare and Contrast Adult Learning Theories and Practices
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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Compare and Contrast Adult Learning Theories and Practices