Pedagogies for 21st Century Learning

It is interesting to note the Differences between the QUT and CQU Institutions.  QUT uses a Transition Pedagogy which highlight the following principles:

• Transition
• Design
• Diversity
• Engagement
• Assessment
• Evaluation and Monitoring

Whereas, the Central Queensland University uses the following principles for there Learning, Teaching and Assessment Framework:

• Authentic Assessment
• Effective Moderation
• Effective Student Support
• Engaging Delivery
• Engaged Design
• Enhancement-led Review
• Evidence-based Evaluation
• Timely and Useful Feedback.

How does Malcolm Knowles theory and model of adult learning benefit us today?  Basically, Knowles identified the following six principles of adult learning and I believe they are still applicable and relevant today to Adult Learners:

• Adults are internally motivated and self-directed
• Adults bring life experiences and knowledge to learning experiences
• Adults are goal orientated
• Adults are relevancy oriented
• Adults are practical
• Adult learners like to be respected.

On reflection, I have built my teaching capabilities and expertise on the above principles. Therefore, I ask myself how can I apply the above principles to my Clinical Teaching to be an effective educator?

1) Adults are internally motivated and self-directed - as an educator you could introduce the following:

• Set up a graded learning program that moves from more to less structure.
• Develop rapport with students to encourage students to approach you about questions.
• Show interest in the students thoughts and opinions - encourages engages.
• Lead the student towards inquiry before just answering questions.
• Provide regular and constructive feedback by respecting the students thoughts and opinions.
• Acknowledge goal completion.
• Encourage students to experiment with other resources i.e. journals, internet etc.
• Set assessment task that reflect their interests and which must be "ticked off" over the course.
• Acknowledge the preferred learning style of the student.

2)  Adults bring life experiences and knowledge to learning experiences:

• Encourage the students to use their existing foundation of knowledge and experience gained though their life experiences and apply these lessons to new learning experiences.
• Facilitate reflective learning opportunities and examine existing biases or habits based on life experience.
• I always like to find out about my students background and experiences to build that learning bond.  This way the students feel valued.

3)  Adults are goal orientated:  

• Provide meaningful learning experiences that are clearly linked to personal, client and clinical placement  goals as well as assessment and future life goals.
• Provide authentic real life case studies as a basis to learn and analyse course content.
• Ask questions to motivate reflection or encourage students to complete an reflective blog or e-journal.

4)  Adults are relevancy oriented:

• This whole area is interesting as this is what my PhD will be about in relation to outward bound journeys.

• Ask the student to do some reflection on for example, what they expect to learn prior to the experience (i.e. going to Singapore for a cultural experience); what they learnt after the experience and how they might apply what they learnt in the future or how it will help them to meet their learning goals.

5)  Adults are practical:

• As an educator, I believe that you need to be explicit about what the student is learning is useful and applicable to the job and the client group that you are working with.
• Promote active participation rather than just doing on-the-job observation.
• Explain your clinical re
• Provide plenty of opportunity for students nurses to practice their new learnt skills.

6)  Adult learners like to be respected:

• Taking interest
• Acknowledging the wealth of experiences that the student brings to your classroom E-room.
• Regarding the student as a colleague who is equal in life experience.
• Encouraging expression of ideas, reasoning and feedback at every opportunity.

References:


Choy, Sarojni C. (2009) Aligning workplace pedagogies with learners : what do they need to know? In: 12th Annual Conference of Australian Vocational Education and Training Research Association, 15-17 April 2009, Crowne Plaza, Coogee Beach, New South Wales.

Kearsley, G. (2010). Andragogy (M.Knowles).  The theory into practice database.  Retrieved from http://tip.psychology.org

Mirobali, B. (2010). Adult Learning Theory (Andragogy).  Retrieved from https://sites.google.com/a/nau.edu/educationallearningtheories/adult-learning-theory-andragogy-by-barbara-miroballi

QOTFC (2005). Basic Principles of Adult Learning.  Retrieved from http://www.qotfc.edu.au/resource/index.html?page=65375