1. Adult learning programs should capitalize on the experience of participants.
2. Adult learning programs should adapt to the aging limitations of the participants.
3. Adults should be challenged to move to increasingly advanced stages of personal development.
4. Adults should have as much choice as possible in the availability and organization of learning programs

Andragogy

Adult 

Who's theory: Malcolm Knowles

- adults are self directed and expect to take responsibility for decisions

Assumptions: (about the design of learning)

1. Adults need to know why they need to learn something

2. Adults need to learn experientially

3. Adults approach learning as problem-solving

4. Adults learn best when the topic is of immediate value

instruction should focus on the process more than the content

Whose: Carl Rogers

There are cognitive learning (which is meaningless) and experiential (which is significant)

- Experiential learning addresses the needs/wants of the learner. 

- Qualities of experiential learning: personal involvement, self-initiated, evaluated by learner, and pervasive effects on the learner

Teachers need to:

1. set a positive climate for learning

2. clarify the purpose for the learner

3. organize and make available learning resources

4. balance intellectual and emotional components of learning

5. share feelings and thoughts with learners 

learning is facilitated when:

- student participates in learning process and has control

- it is primarily based on direct confrontation with practical, social personal,research problems

- self-evaluation is the principal assesment 

Whose theory: Howard Gardner - Child Development

7 primary forms of intelligence: linguistic, musical, logial-mathematical, spatial, body-kinesthetic, intrapersonal, and interpersonal

- learning & teaching should focus on the persons' intelligence

- assessment should measure all forms

- cultural context is emphasized

Whose theory: Roger Shank 

focus on the structure of knowledge in teh context of language understanding.  

key element: all conceptualizations can be represented in terms of a small # of simple acts

- all memory is organized around personal experience

Whose theory: J. Lave ---- knowledge acquisition 

learning is a result of the context and culture it occurs in

 Learning advances through 'collaborative social interaction' and the 'social construction of knowledge'

by doing, newbies become experts

Whose: Albert Bandura

- emphasizes the importance of observing and modeling others

- this observations then becomes a guide for future behavior

Processes involved:

    - attention

    - retention

    - motor reproduction

    - motivation!

you learn better when you see things and can write them into your own context

- more likely to do it if you value the result

- more likely to do it if you think you are similar to what you are observing

Attribution Theory

Whose theory- B. Weiner

explores how people interpret events and how this influences thier thinking and behaviors

- assumes that people try to figure out why they do what they do

3 stages:

   1) behavior is observed

   2) observer believes the behavior was intentional

   3) observer determinds if the behavior was forced or not

IF FORCED to do ___: the cause is attributed to the situation

IF NOT FORCED to do__: cause is attributed to the observee (other person)

three dimensions of attributions

   1) locus of control (internal/external)

   2) stability (will it change over time)

   3) controllability (what you can control)

Whose theory: Leon Festinger-- attitude formation/change

there is a tendency for people to seek consistency, and when there isn't, something must change to eliminate it

   -- often attitude cahnges to accommodate behavior

athe strength of the inconsistency is determined by how many there are, and the importance of each

3 ways to eliminate dissonace:

   1) reduce importance of inconsistent beliefs

   2) add more beleifs that outweigh the inconsistent          ones

   3) change the inconcsistent beliefs to fit in

Occurs when: there are two very different perspectives and someone must choose which one. and it is most difficult to choose when both choices are equally good: salted caramel or chocolate malted crunch

Whose theory: Jerome Bruner

learning is active on the part of the learner and new ideas are based on foundations of old & present info -- everything is built up from the original

role of instructor: encourage students to discover things on their own, many times thru socratic learning

--- this learning should work to fill in gaps

instruction should address:

   1) predisposition toward learning

   2) ways the knowledge can be presented, to best be        understood but the learner in their present state

   3) most effective sequence to present info

   4) nature and frequency of rewards/punishments

Whose theory: Jack Mezirow -- adult learning

involves 2 kinds of learning: instrumental (focus on problem solving, cause/effect) and communication (relaying feelings, needs, etc.)

meaning structures, which are understood through reflection, take two forms: perspectives and schemes

perspectives: how we see things, and thus interpret them determined by our thoughts and culture

schemes: feelings, values, etc that shape how you see things