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Adult Voice and Active Participation
Transcript of Adult Voice and Active Participation
Brown and Keeley's (2002) 'Two Types of Thinking
Moore's (2010) Three-Part Harmony
EBL Scenario 1
Adult Voice and Active Participation
'Looking into Adult Graduate Student Voices'
Adult students listed factors contributing to good and bad experiences in adult learning environments.
Gap in the research - how best to capture adult voice is rarely studied. Important to note that this study was designed to capture voices of graduate students rather than adult learners in a working environment but could be applied.
'Dialogue educators create achievement-based learning experiences informed by student input and are EXPECTED to know how to create structure that invites active learning rather than mere activity.' (Vella, 2004, 2007)
The use of the word 'expected' implies that facilitators should just have an understanding of how to create active learning experiences SO...
Managers could seek out further CPD to develop teaching styles for active engagement OR...
Maybe the managers should have more confidence in applying their pedagogical skills and knowledge to the adult learning environment? Are there some classroom teaching strategies that they could apply in their training for active participation??
'Adults will learn more effectively if the subject matter is meaningful to them and relevant to their goals.'
'The ultimate goal of adult learning is to make the experience as valuable TO THE LEARNER as possible and create a desire to expand the learning.'
For successful learning to take place, the adult learners should be able to make decisions and have opportunity to think critically SO...
ASK the staff what they want to learn
ASK for feedback and 'voice' - potentially create a timeframe for this, e.g. after a session 'What do you want to find out more about?'
through a non-
The thinker has to participate actively using a questioning attitude.
'Frequent use of open-ended questions during discussion, allowing learners time to ponder the questions and group interaction all encourage the development of critical thinking skills.'
Allow opportunity for active participation and question times. This could initially be introduced as anonymous feedback or a question box if learners are not prepared to do in front of others at first.
This is also supported by Longenecker and Abernathy's (2013) work, stating that an imperative of adult learning is that adults learn by 'engagement and doing'.
This increases the likelihood of learning and retention AND adult learner's satisfaction with the experience.
There is a gap in the research around capturing adult voice and this is something we would potentially explore further... the team of managers could be our starting point...
Managers could apply their own knowledge of techniques for active participation in the classroom to the training;
Staff could be asked what they want to learn (active decision makers);
Ask for feedback - what elements do they want to find out more about?
Allow opportunities for discussion and provide open-ended questions and opportunities for discussion (panning-for-gold style);
Encourage participation, discussion and hands-on practice to improve learning and satisfaction.