1. Assesment of Adultness
1.1. Chronological Age
1.1.1. brain development
1.2. Educational Path
1.2.1. Traditional Student (HS to College; College to GS)
1.3. Independance
1.3.1. Financial
1.3.2. Emotional
1.4. Family/Work Resonsibilites
1.5. What is learner(s) social role ?
2. Type of Learner
2.1. Stages of Self-Direction and Educators Role
2.1.1. Stage One
2.1.1.1. Teacher-Centric
2.1.2. Stage Two
2.1.2.1. Motivator Guide
2.1.3. Stage Three
2.1.3.1. Facilitator Partner
2.1.4. Stage Four
2.1.4.1. Consultant Delegator Mentor
2.1.5. Educator can guide student in reflection process
2.2. Self Motivated/Other Directed
2.3. Self-Motivated/Self Directed
2.4. Self Directed Learner
2.4.1. Attribute?
2.4.2. Process?
2.4.3. differs from self-regulation
2.5. Required Learning
2.5.1. Obtain Certification/Liceansure
2.5.2. Maintain Certification
2.5.3. Workplace Training
3. Lesson/Subject Objective of Lesson
3.1. Evaluation of core assumptions and considering of those of others
3.2. Imparting of new information which learners are unfamiliar with.
3.3. Assessment
3.3.1. learner knowledge by educator
3.3.2. self assessment of knowledge
4. Learning Environment
4.1. informal
4.2. formal
4.2.1. teacher centric
4.3. Non-formal
4.4. Learning "environment" as creating a safe Place for learning
4.4.1. emotionally safe
4.4.2. allow time for reflection
4.4.3. Nonjudgmental
4.4.4. conversational
4.4.5. "You will never teach anyone anything if you do not give them space to fail." --Me
5. Potential Barriers/Resistance to Learning
5.1. Fear
5.2. Anxiety
5.3. Diversity
5.4. Cultural expectations and backgrounds
5.4.1. women
5.4.2. minorities
5.5. financial
5.6. family/work obligations
5.7. prior experiences
5.7.1. learner having been told that they can not do something
5.7.2. negative experiences such as failing grades
5.7.3. Negative experiences such a doing poorly or losing a job.
5.8. Oppressed
5.9. low self-esteem
5.10. Lack of math or reading and computer literacy
5.11. Does not have training or skill level for Course work or Responsibilities
6. Dewy
7. Mezirow
7.1. Ten Steps of Transformative Learning
7.2. rational, organized, cognitive process
7.3. Three learning domains
7.3.1. Instrumental/Technical Learning
7.3.2. Dialogic/communication/ Practical Knowledge
7.3.3. Self-reflective/ Emancipatory Knowledge
8. Physical Learning Environment
8.1. on-line (Virtual learning environments)
8.2. classroom
8.3. community
8.3.1. socioeconomics of community
8.3.1.1. family support
8.3.1.2. Learning opportunities
8.4. work
8.5. Learning spaces
8.5.1. Microsystem
8.5.2. Mesosystem
8.5.3. exosystem
8.5.4. Macrosystem
9. Transformative Learning Theory
9.1. Extra-Transformative
9.1.1. Soul work
9.1.2. Spirituality
9.2. Mezirow Rational (Four critical of ten steps)
9.2.1. Experience/disorienting dilemma
9.2.2. Critical Reflection
9.2.3. Reflection discourse
9.2.4. Action
9.3. Social Change
9.3.1. learners
9.3.2. dialogue
9.3.3. concerns proposed
9.3.3.1. discussed
9.3.3.2. examined
9.3.3.3. reflected on
9.4. Transformative Organizational Change
9.4.1. workplace
9.5. Reflection is the cornerstone of transformation
10. Experential Learning (Applying and adapting previous experience to new situations; Relationship b/w learning and life experiences.)
10.1. Dewy
10.1.1. Educative
10.1.2. Miseducative
10.1.3. Reservoir of Experience
10.2. Kolb's Model
10.2.1. Concrete experience abilities (CE)
10.2.2. Reflective observation abilities (RO)
10.2.3. Abstract conceptualizing abilities (AC)
10.2.4. Active Experimentation Abilities (AE)
10.3. Schon/ Boud
10.3.1. Reflective-In Action Practice
10.3.1.1. occurs while engaged in action
10.3.2. Reflective On Action Practice
10.3.2.1. thinking about it after
10.3.3. reflection is instrinsic
10.4. “I’ve never made a mistake. I’ve only learned from experience.” Thomas Edison
10.5. Can everyone reflect?
11. Foundational (General) Learning Theories
11.1. Behaviorsim
11.1.1. Learning is a change in behaviorsim
11.2. Humanism
11.2.1. Learning is about the development of the person
11.3. Cognitivism
11.3.1. Learning is a mental process
11.4. Social Cognition Group
11.4.1. Learning is social on context bound
11.5. Constructivism
11.5.1. Learning is creating meaning from experience
12. Androgogy
12.1. Assumptions of Adult Learners
12.1.1. Self-concept
12.2. Self concept dependent to self-directing
12.3. Reservoir of Knowledge
12.4. developmental: social roles create need for learning. What is learner(s)' social role?
12.5. Knowledge for immediate application
12.6. Internal rather than external motivation
12.7. Need to know reason
13. Learning Theories
14. Knowles
14.1. Assumptions of Adult Learners
14.2. Experiential Learning Theory
14.3. Notes prior experience can be barrior to learning
14.4. Learning Contracts
14.5. Self-Directed Learning
15. Kolb
15.1. Six assumptions
15.2. Learning best conceived as process
15.3. continuous process grounded in experience
15.4. learning requires resolution of conflicts b/w dialectically opposed mode of adaptation to the world
15.5. learning is Holistic process of adapatation
15.6. Learning involves interaction between the person and the environment =
15.7. learning is the process of creating knowledge
16. Grow
17. SDL Myths
17.1. All-or-nothing
17.2. implies learning in isolation
17.3. is best approach for adults
17.4. is limited to white/middle class
17.5. not worth the time
17.6. limited to reading/writing
17.7. easy way out for teachers
17.8. limited primarily to those settings where freedom and democracy exist
17.9. a fad
17.10. will erode with the quality of institutional programs
18. Deci and Ryan
19. Garrison
19.1. Built on Knowles definition of SDL
19.2. SDL Affected by
19.2.1. self management
19.2.2. self-monitoring
19.2.3. intrinsic motivation
19.2.4. extrinsic motivation
20. Learning Contracts
21. Constructive-Development Theory
21.1. Constructivisim
21.1.1. Heron Reason
21.1.1.1. Parpicatory World View
21.1.1.1.1. Ontology
21.1.1.1.2. espistemology
21.1.1.1.3. Methodology
21.1.1.1.4. axiology
21.1.2. Experential Learning
21.2. Developmentalism
21.3. Subject-Object
21.3.1. Stage 0
21.3.1.1. Incorpative (Infants)
21.3.2. Stage 1
21.3.2.1. Impulsive (children)
21.3.3. Stage 2
21.3.3.1. Instrumental
21.3.4. Stage 3
21.3.4.1. Socializing (An Adult Stage)
21.3.4.1.1. knows right and wrong subjective, but
21.3.4.1.2. Individual still subject to judgments of others
21.3.4.1.3. can not yet set own's own values
21.3.5. Stage 4
21.3.5.1. Self Authoring Stage
21.3.5.1.1. Governed by Reflective Self
21.3.5.1.2. Guided by their OWN values
21.3.5.1.3. Can distinguish there own values from those of others
21.3.6. Stage 5
21.3.6.1. Self Transforming
21.3.6.1.1. Challenge the assumptions on which their values are bases
21.3.6.1.2. They can examine other value systems
21.3.6.1.3. can integrate them into their own, or keep them separate but recognize the other value system
22. Dirkx
22.1. soul work
23. Tisdell
23.1. spirituality
23.1.1. connection
23.1.2. meaning making
23.1.3. identity development
24. Freire
25. Schon
25.1. Reflective- in and on
26. Boud
26.1. reflection is intrinsic occurs
26.2. reflection is under valued
26.3. must be actively worked into learning
27. Critical Learning Theory
27.1. gives a framework for critiquing social conditions
27.2. challenges universal truths
27.3. seeks elimination of oppression
27.4. critical thinking is the ability to assess your assumptions, beliefs and actions
28. Assessments
29. Cognitive Functioning
29.1. biological aging
29.1.1. brain development
29.1.1.1. frontal Cortex
29.1.1.2. understanding of context of actions
29.1.1.3. "brain age"
29.1.1.4. CNS
29.2. senses
29.3. CNS
30. Reflection
30.1. Associated with a number of theories
30.2. Is essential to the learning process
30.2.1. Learning is essential to growth
30.2.2. must be actively incorporated into the learning process