The Convenience Factor in Continuing Education and Adult Learning
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The Convenience Factor in Continuing Education and Adult Learning Presented At California Council for Adult Education April 30 – May 2, 2015 Richard K. Sealana, Ed.D. University of San Francisco
The Convenience Factor in Continuing Education and Adult Learning
1. The Convenience Factor in Continuing Education and Adult
Learning Presented At California Council for Adult Education April
30 May 2, 2015 Richard K. Sealana, Ed.D. University of San
Francisco
2. The Convenience Factor in Continuing Education and Adult
Learning Facilitator Comments: Welcome Seating Participants
responsibilities Handouts Preparing Learners
3. Participant Poll #1
4. The Convenience Factor in Continuing Education and Adult
Learning Richard K. Sealana, Ed.D. University of San Francisco
5. Goals in Todays Presentation GOALS: 1. Introduce the
Convenience Factor 2. Explain & Model Andragogical Delivery
Method (ADM)
6. Objectives in Todays Presentation By the end of the
presentation, participants will: 1. Understand the importance of
Andragogical Delivery Method (ADM) 2. Be aware of the barriers to
learning 3. Know the Convenience Factor 4. Be provided a 5-step
method for overcoming the Convenience Factor
9. Abstract: Research has shown that adult learners need and
desire a different approach to training and continuing
education.
10. Abstract (continued): However, most occupational and
educational organizations continue to rely on traditional delivery
(PDM) methods.
11. Abstract (continued): This occurs due to the Convenience
Factor which minimizes efficacy in continuing education and adult
learning.
12. Abstract (continued): Through rigorous application of the
Andragogical Delivery Method (ADM), trainers and educators can
overcome the effects of the convenience factor.
13. 2010 Study: Examining the efficacy of adult learning of
government-mandated content using andragogical delivery methods
(ADM) versus traditional pedagogical delivery (PDM) methods
14. 2010 Study - Mandatory continuing education programs (MCE)
To protect society To keep abreast of advances in knowledge and
technology Respond to public demands for accountability and
consumer protection
15. Authors Experience:
16. Observation: MCE achieves attendance but no emphasis on
real learning VIDEO REMOVED --- Insight Media. Adult Learning
Principals. Retrieved from
https://www.youtube.com/watch?v=j8ghBf0pKPc
17. Conclusions/Outcomes from 2010 Study (summarized):
Quantitative: ADM enhances learning of mandatory content
Qualitative: Three Themes Emerged: 1. Motivation 2. Familiarity 3.
Rigor Recommendations for Practice: Five-Step Process to ADM
18. Pedagogy vs. Andragogy: Underlying philosophy that
facilitation and facilitators are not MOST IMPORTANT RIGOROUS Roles
and Responsibilities of the Facilitators AND Participants (Cardet,
n.d.)
19. Pedagogical Delivery Method (PDM): Traditional Lecture
approach to teaching and training
20. One-to-Many Approach
21. Traditional Approach is Institutionalized
22. Andragogical Delivery Method (ADM): Knowles et al. (2005),
Sealana (2014): 1. Preparing learners 2. Modifying the physical and
psychological climate 3. Involving learners in planning for their
learning 4. Involving learners in diagnosing their own needs for
learning 5. Involving learners in formulating their own learning 6.
Involving learners in designing learning plans 7. Helping learners
carry out their learning plans 8. Involving learners in evaluating
their own learning outcomes
23. Participant Poll #2
24. Technology Changes, the Approach Often Stays the Same
25. So Why Dont We Use ADM More?
26. Convenience What is it? The state of being able to proceed
with something with little effort or difficulty
27. How Does Convenience Relate to Learning? Convenience is a
situational criterion in peoples choices about {1}: Learning
opportunities Learning sources Satisfaction with sources Ease of
use and access. Rational Choice Theory Individuals look for
greatest benefit & satisfaction {2} Gratification Theory Easy
access and meet immediate needs {3} {1} (Sealana, 2014); {2}
(Swanson, 1987); {3} (Dervin & Nilan 1986)
28. VIDEO REMOVED --- The convenience of on-line learning
29. The Convenience Factor: Traditional BARRIERS to LEARNING +
CONTEMPORARY FACTORS = Convenience Factor Traditional Barriers
(Cross, 1981): Situational Institutional Dispositional Contemporary
Factors (Sealana, 2015): Technological On-line pedagogy Learning
Institutionalism
30. The CONVENIENCE FACTOR Applies to both the facilitator
(presenter, instructor, teacher) as well as the participant
(student, trainee) Facilitators Participants
31. Traditional Barriers to Learning: Situational Barriers:
Ones situation or environment at a given point Family and work
Poverty Adult identity Cultural issues Learning tracks (Cross,
1981)
32. Traditional Barriers to Learning (continued): Institutional
Barriers: Practices and procedures that exclude or discourage
adults from learning activities: Politics Culture Religious beliefs
(Cross, 1981)
33. Traditional Barriers to Learning (continued):
Dispositional: Dispositional barriers are those related to the
attitudes and self-perceptions about oneself as a learner.
Motivation Cognitive load Confidence Prior learning (Cross,
1981)
36. More About Cognitive Load: Differentiates load into three
categories: 1. Intrinsic --- (inherent level of difficulty) 2.
Extraneous --- (how we present) 3. Germane --- (how we store)
Application for Adult Learning: 1. Minimize load through
instructional design 2. Maximize scaffolding As related to the
Convenience Factor: 1. Technological growth 2. Information overload
(Sweller, 1988) (Evaristo, Et. al., 1995)
37. Contemporary Factors (continued): On-Line Pedagogy: The
proliferation and marketing of learning systems Enormous choice
(especially on-line) Adaptation to learner needs (Sealana,
2015)
38. (Design for Learning, n.d.)
39. Contemporary Factors: Learning Institutionalism: The
metamorphosis of the training and education systems Change and
chaos in traditional learning institutions Tension between
education and Organizational Development (Sealana, 2015) (Kerchner,
et. Al., 2008)
40. Questions? Question Starters: Do you recognize the
Convenience Factor in your Pedagogy? How is this relevant to you
and your work? Your Questions
41. Now that we know what the Convenience Factor is, how do we
avoid it?
42. For Facilitators For Participants PDM is the natural
default!
43. Recognize --- ADM is Rigorous! ADM Demands: Thoughtful
planning A knowledge of participants and their needs Flexibility
Endurance
44. Importance of Rigor in Adult Education: Key Components:
Critical thinking Reasoning skills Problem solving skills Enhancing
creatively Increasing flexibility Environments that are:
Stimulating Engaging Supportive Hidden curriculum (2014, August
26)
45. Moving from PDM to ADM: a 5-Step Process 1. Inform Learners
of the Mission, Vision, Goals, and Objectives 2. Plan and Modify
the Physical and Psychological Climate 3. Obtain Participation of
Learners 4. Involve Learners in Their Own Learning 5. Facilitate
Goals & Objectives Setting for Participants
46. Summary of ADM techniques modeled: #1 - Inform learners of
the mission, vision, goals, objectives, and methodologies: Written
on the agenda or on the participants handouts Orally presented
early in the program facilitator & presenter Reiterated in the
body of the presentation or program Check-in with participants do
they understand the M,V,G,O and methodologies Have participants
help you understand how they learn best More
47. Summary of ADM techniques modeled: #2 - Plan and modify the
physical and psychological climate of the venue Welcome
participants Instructions given to participants as they enter
Agenda provided Provide participants artifacts from the learning
Encourage participants to be mindful of seating Accommodate unique
needs of learners (sight, hearing, learning style) Room arrangement
Audio-Visual enhancements More
48. Summary of ADM techniques modeled: #3 - Obtain the
participation of learners through preactivity surveys and by
facilitating a content-relevant discussion to determine their
interests and importance of mandatory topics. Pre-learning
correspondence and communications Meeting facilitator makes
strategic announcements and introduces speaker Live audience
inquiry (polls) Interactive discussion (depth is dependent on time
& venue) Adjust agenda to accommodate participant learning
needs and interests Dialogue on WHY certain content may not be of
interest (venue dependent) More
49. Summary of ADM techniques modeled (continued): #4 - Involve
learners in their own pedagogy Discover and iterate the relevance
of the topic to participants At POINTS in the presentation, query
the participants Take Process Breaks Assessments for learning
styles and modalities Engage participants in metacognitive
inquiry
50. Summary of ADM techniques modeled (continued): #5 -
Facilitate goals and objectives-setting, emphasizing meeting
personal and professional needs Identify learning style, content,
and other preferences Solicit comments on presentation style and
content (Workshop takeaway) On a paper form (that participants take
with them), have them write their CE goals, objectives, and how
this session can/will meet their personal or professional
goals.
51. Video Excerpts: Video clip excerpts: Adult Learning
Principals. Insight Media
https://www.youtube.com/watch?v=nHI7-AhpDKs CAEL Learning Stories:
Dawn Sparr, Associate Dean, the School of Continuing and
Professional Studies https://www.youtube.com/watch?v=Aw3ErkBoAOE
Never Stop Learning EducationalDynamicsTV
https://www.youtube.com/watch?v=NDfew0YcDTo,
52. Web Site References: Types of Adult Learners:
https://admissions.boisestate.edu/adult/ Cardet:
http://www.slideshare.net/Cardet1/powerpoint-presentation-1-
overview-of-learning-theories Design for Learning:
https://nkilkenny.wordpress.com/2010/11/17/brrrr-
ainstorming-online-learning-activities/ Teaching with Technology:
http://www.crlt.umich.edu/sites/default/files/resource_files/Getting%20St
arted%20with%20Technology%20CRLT_0.pdf CLWB:
http://clwb.org/2011/04/01/skills-knowledge-and-competencies-
what-why-and-how/
53. References: Dervin, B., & Nilan, M. (1986). Information
needs and uses. Annual Review of Information Science and
Technology, 21, 333. Evaristo, R., Adams, C., & Curley, S.
(1995). Information load revisited: A theoretical model. ICIS 1995
Proceedings, 18. Fisher, S.L., Ford, J.K. (1998). Differential
effects of learner effort and goal orientation on two learner
outcomes. Personnel Psychology, 51, 397-419 Hidden curriculum
(2014, August 26). In S. Abbott (Ed.), The glossary of education
reform. Retrieved from http://edglossary.org/hidden-curriculum
Kerchner, C. T., Menefee-Libey, D. J., Mulfinger, L. S., &
Clayton, S. E. (2008). Learning from LA: Institutional Change in
American Public Education. Harvard Education Press. 8 Story Street
First Floor, Cambridge, MA 02138. Noe, R.A. (1986). Trainee
attributes and attitudes: Neglected influences on training
effectiveness. Academy of Management Review, 11, 736-749
Richardson, V. (1998). How teachers change. Focus on Basics,
2(C),7-11 Sealana, R. K. (2014). Examining the Efficacy of Adult
Learning of Government-Mandated Content Using Andragogical Delivery
Methods versus Traditional Pedagogical Delivery Methods. Sealana,
R.K. (2015). The convenience factor in adult learning. (Unpublished
manuscript) Schwartz, B. (2004). The paradox of choice: Why more is
less. New York: Ecco. Swanson, D. (1987). Gratification seeking,
media exposure and audience interpretations: Some direction for
research. Journal of Broadcast and Electronic Media, 31, 237255.
doi:10.1080/08838158709386662 Sweller, J (June 1988). "Cognitive
load during problem solving: Effects on learning". Cognitive
Science 12 (2): 257285.
54. Never Stop Learning! VIDEO REMOVED --- SEE
https://www.youtube.com/watch?v=NDfew0YcDTo,
EducationalDynamicsTV
