How Transformative Learning Apply The Technological Age Of 2014?

The learning material should be relevant to their social positions and lifestyle, and because the learning material directly concerns their lives, they would want to be involved in the whole process – from the introduction of information to the outcome. Adult learners zero in to the elements that are of most relevance to their immediate needs and conditions. Those aspects that well give them the necessary knowledge and skill to resolve life-centered or problem-centered learning experiences.

Providing renewed hope in the face of adversities and depressing events that may otherwise cause individuals to descend into the negative behavior. Brookfield (2005) addressed the third aspect of adult learning as transformative. Adult learners are exposed to learning in the workplace. Within the workplace, adult workers learn to be critical in analyzing their assumptions regarding the structure business model before reaching a decision that may affect a company’s performance. They view this in conjunction with market realities before arriving at decision that may make or break the company.

Looking at learning theories through two different views was interesting. In the article, Revisiting Adult Learning Theory through the Lens of an Adult Learner, it was the basic guidelines and idea of adult learning theories. In the article, Revisiting Adult Learning Theory through the Lens of an Adult Learner, the article was written from the view of an adult student and covered what some of the first article had addressed. Author discussed about how some adult learners make their own learning theories. Also, saw some of the pressures that adult students can be faced with and they were addressed in the article. It was about how some adult learners make their own learning theories some of the pressures

Becoming familiar with adult learning theory and the six principles of adult learning. (2007). Retrieved from http://www.qotfc.edu.au/resource/?page=65375

Abstract Aimee Horton and Malcolm Knowles were giants among lifelong learners and had many similarities as well as several contrasts. Their passion was adult learning. Both spent their career passionately facilitating learning for adults while achieving advanced degrees. The two scholars were very similar in their desire that all adults wanted to and could learn. They saw a rapid ever-changing world and the need to adapt to ensure that adult learners was not left behind or taught like children.

The Adult Learning Theory is based on understanding how adults learn and how they respond to the program in general. Researchers have found three key methods on how adults learn: experiential learning, transformational learning, and non-Western and Indigenous ways of knowing and learning (CITE). In Experiential Learning, adults learn through the experiences they have lived. Transformational Learning, on the other hand, is a “process in which adult learners question their own lives and how they interact with the world in which they live in” (CITE). Thus meaning that adults learn through situations that challenge their own thoughts about something and makes them reevaluate their original thought process. Lastly, Non-Western and Indigenous ways of knowing and learning is a bit complicated in adult learning as it is hard to find ways to categorize it. Despite the difficulty, there are four reoccurring themes in Non-Western and Indigenous learning: Communal nature of learning, the oneness of learners with the natural world, the oral tradition of learning, and knowledge as holistic (CITE). Further elaboration on this type of adult learning reflects on understanding cultural differences and the value of

There are more adult learners attending college than there were two decades ago, and it is expected to grow and double the rate compared to traditional students by 2021 (Woods & Frogge, 2017). Adult learners have different needs and expectations from their education (O’Toole & Essex, 2012). It is important for higher education institutions to understand the differences between traditional students’ and adult learners’ learning styles. Educators should include adult learning theories in their curriculum to meet the needs of these students. (76 words)

With a specific end goal to keep from rehashing the things done as a kid, grown-ups must recognize what circumstances are before settling on choices referencing the issue. Basically, it implies that transformative learning happens when a man changes their casing of reference by discriminatingly considering suppositions and convictions and intentionally rolling out improvements by they way they characterize their reality. Infants and little youngsters have extremely receptive outlooks and learn things effectively. They are additionally substantially less sincerely shielded than grown-ups. Along these lines the oblivious is enthusiastic more than normal. Grown-ups have the capacity to organize circumstances so that their practices result in making

The assignment focuses on young learners (YL) aged 11-15. I currently teach 11-13 year-olds in a local Hong Kong (HK) secondary school context. The ages 11-15 cover both my current and future students. I am currently in my fifth year at the school and I hope this study will help me better understand my learners. Most of the teacher training I have done has been directed towards adults learners, so this specialism allows me to focus more directly on a context relevant to my career. In my experience it is apparent, teachers need to be acutely aware of the differences between adult and YL, as lessons designed for adults do not necessarily work for YLs. YLs are affected by a number of factors involved in growing up such as

Thinking and learning are social activities that are organized by the tools that are available during specific situations. The art of thinking is directly influenced by the learning venue where learning takes place. When a professor is educating an adult learner the professor should take into consideration learning styles, critical thinking skills and cultural objectives. The point of education is to make the theory and clinical fun and easy for the adult learner to grasp. Any theoretical model that will attempt to relate and explain adult learning in relation to an educational theory is necessary to have two fundamental elements, motivation and reflection.

Ellen M. Marmon proposes in her article, “Transformative Learning Theory: Connections with Christian Adult Education” of the Christian Education Journal, a way to keep building faith with Christian values in one of the stages in the life of the human being: the adulthood. Also, she explains the dynamic of the learning process, the implication of using this Theory in this situation, and finally, the obstacles that can make harder to achieve the goals.

Basically, this article by Malcolm Knowles is a conglomerate of all aspects of adult learning. It outlines aspects of adult learning, theories of adult learning, and expands on them. The main idea of this article is to create awareness on the existence of adult learning, and to help instructors of adult learning to know how to go about it successfully. Additionally, the article is of help to adult learners to enable them to learn the most they can (Knowles, 2007).

My impression of adult education has changed immensely. First and foremost, the first lesson learned that teaching adults are a separate, intensive, and long debated process. Portions of certain theories learned illustrated below. I have extended knowledge about Meizrow (Transformational Learning) and Knowles (Andragogy). The six key features of Adult Learners are:

Gadbow believes it is the duty of adult educators to instill a life-long love of learning into their students, "helping adults learn how to learn is the most important thing a teacher ever does" (p. 53). The first responsibility of educators working with adults is to help them identify their learning styles and differences as well as other special learning needs, and then provide effective strategies to adapt to these individual learning needs (53). The author's contention that all learners are special means seeing the possibilities as well as the problems or particular needs of each student as they present themselves.

One of the reforms needed that are discussed in education classes in universities is the need for a new focus in education on 21st Century learners and the competencies they need to develop in order to be successful. When asked what 21st century students needed in terms of their education both now and in the future, the Deputy Superintendent said the focus needs to be on skills rather than knowledge acquisition (Penney, K., 2017 in personal communication). She said that “Collaborative and cooperative skills that build on student strengths; acute problem solving skills or solutions focused learning; high-level oral and written communication skills to name a few. It is also critical that schools park technological skills in their proper place” and that teachers “need to understand technological skills are