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The Differences Between Adult Education and Traditional PowerPoint Presentation

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On : Jan 08, 2015

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  • Slide 1 - The Differences Between Adult Education and Traditional Undergraduate Education Dr. Tom Phelan, President Strategic Teaching Associates, Inc. Associate Professor, American Public University System Instructor, Elmira College
  • Slide 2 - Areas of Differences Experience Maturity Classroom Management Attendance/Schedules Full time/ Part time Daytime/ Evening Networking Technology
  • Slide 3 - Experience Traditional Undergrads Limited Work Travel Research Self-Direction Broad Technology Flexibility Classroom Adult Learners Limited Time Technology Research APA/MLA Broad Work Travel Interpersonal Historical Perspective
  • Slide 4 - Maturity Traditional Undergrads Age (26 average in community colleges) 18 – 22 (most colleges) Born 1992 Socially varied – most unmarried Diverse Technologically mature High Tolerance Adult Learners Ages to 65+ Many married with children Diverse Self-directed Technologically immature Lower Tolerance
  • Slide 5 - Classroom Management Traditional Undergrads Attendance Problems Instant Messaging Accustomed to Groups Brick & Mortar Grade Conscious Blackboard/Angel Time Management Adult Learners Work/School Schedule Conflicts Discussion-oriented Group work averse More frequent breaks Furniture /comfort Presentation focused Desire to share
  • Slide 6 - Attendance/Schedules Traditional Undergrads Fixed, five day week Daytime hours Not too early Not Friday afternoon Conflicts Sports Special Events Other classes Adult Learners Evenings/weekends On line Conflicts Work travel Family Access to Library Group meetings Fixed Exam Schedule
  • Slide 7 - Daytime/Evening/Any Time Traditional Undergrads Daytime Five days/ week Adult Learners Evening or late afternoon Weekends On line/ any time
  • Slide 8 - Networking Traditional Undergrads New Concept Social Networking vs. Career Networks Finding Contacts Internet focus Friends Lack of Sources Adult Learners Work related LinkedIn.com Associations Business Meetings Conferences Client focused References
  • Slide 9 - Technology Traditional Undergrads Latest Innovation Laptop Cell (iphone) Blackberry e-books Internet Searches Electronic/Digital .docx Open Office Skype Poor Contingency Plans Adult Learners Traditional Library Print Media Internet Explorer Go To Meetings Webinars Word.doc Hand-holding Paper Backups
  • Slide 10 - Not your Father’s Classroom Cyrile Houle Benjamin Bloom Malcolm Knowles Allen Tough Alexander Charters Roger Hiemstra Tom Phelan
  • Slide 11 - The Inquiring Mind The Inquiring Mind: A Study of the Adult Who Continues To Learn by Cyril Houle More people continue their education from the late 20s until age 50 than at any other time; The higher the formal education of the adult, the more likely it is that he or she will take part in continuing education; Learners were usually readily discerned as such by their friends; For the learning oriented, education was an almost constant rather than occasional activity; Enrollment in formal education is largely vocational in nature; Some learners attend educational classes for the activity itself and the social opportunities the educational setting provides; and Influences on learning included family background, teachers and schools, public libraries, occupations, and the examples of friends--but how these influences worked were varied. 1960
  • Slide 12 - Bloom’s Taxonomy Cognitive Domain Knowledge Comprehension Application Analysis Synthesis Judgment* 1956
  • Slide 13 - ppt slide no 13 content not found
  • Slide 14 - Bloom’s Little Known Domain Affective Domain Receiving Responding Balancing Organizing Internalizing Values
  • Slide 15 - ppt slide no 15 content not found
  • Slide 16 - Pedagogy to Andragogy The Modern Practice of Adult Education; Andragogy versus Pedagogy by Malcolm Knowles (what year?) This book is a guided inquiry into the newly emerging technology of adult education based on an original theory of andragogy (the art and science of helping adults learn) as distinguished from pedagogy (teaching children and youth). Its central thesis is that adults in certain crucial respects are different from young people as learners, and that a different approach is needed. 1970
  • Slide 17 - Allen Tough’s Adult’s Learning Projects http://allentough.com/
  • Slide 18 - Alexander Charters “The third stage of Adult Education into which the world is now moving . . . might be called the knowledge- based stage. It is not to consider knowledge as a product but knowledge as the basis for knowing. Knowledge encompasses all aspects of learning, and it behooves all adults to continue to learn in areas and at levels appropriate for them.” Dr. Alexander Charters, 8 September 1996 http://library.syr.edu/digital/guides/a/AlexanderNCharters/flyers/chartersflyer.pdf
  • Slide 19 - Jost Reischmann on Andragogy http://www.uni-bamberg.de/fileadmin/andragogik/08/andragogik/andragogy/index.htm#our
  • Slide 20 - Roger Hiemstra Perseverence - staying with the process of being a better professional; learning to do better as you grow and develop as an experienced educator of adults Pride - pride in yourself, pride in your profession; this includes learning to love yourself and recognize the personal attributes you have; it also may need to include reading personal development books Patience - with yourself, with learners; remember that something like becoming a highly proficient and skilled self-directed learner takes time Patterns for success - there are existing models for teaching or training adults that work; individualizing the instructional process, self-directed learning, etc. are some of them; find a mentor that understands these various patterns or models and seek guidance Persnickety - become more organized and disciplined in what you do; depending on your personality style, this may take lots of effort, but it is worth it
  • Slide 21 - Hiemstra, cont’d. Preparation/preparedness - do your homework, practice everything before you do it, refuse to "wing" it when you are working with adult learners Personal philosophy - develop a personal philosophy statement, statement of personal ethics, and/or a personal statement of professional commitment that will serve as the foundation for what you do in the future Presentation skill development - continuously work on developing your platform skills; seek feedback, obtain evaluations, video tape yourself, etc. Professionalism - develop your professional writing skills, join and participate in a professional association, contribute to your profession in various ways, understand professional standards that apply to you, develop a personal portfolio Potentiality - strive to live up to the potential that is within you; I truly believe there is a greatness in each of us that only remains to be unlocked, to be developed; you can do it!!! http://www-distance.syr.edu/adulted.html
  • Slide 22 - Tom Phelan Adults learn best when having fun Storytelling as a teaching method Self-Direction in Adult Learning Provide opportunity for sharing experience Reinforce basic skills Explore new and effective technology Use the liberal arts approach Grading – Don’t punish adults for learning
  • Slide 23 - 23 Thank You! 6385 Willson Road Vernon Center, NY 13477 (315) 829-4199 drtom@drtomphelan.com www.drtomphelan.com Dr. Tom Phelan
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