{"id":28,"date":"2018-05-18T15:51:10","date_gmt":"2018-05-18T15:51:10","guid":{"rendered":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/chapter\/traditional-adult-learning-theory-and-models\/"},"modified":"2023-03-24T14:59:28","modified_gmt":"2023-03-24T14:59:28","slug":"traditional-adult-learning-theory-and-models","status":"publish","type":"chapter","link":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/chapter\/traditional-adult-learning-theory-and-models\/","title":{"raw":"Traditional Adult Learning Theory &amp; Models","rendered":"Traditional Adult Learning Theory &amp; Models"},"content":{"raw":"<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Objectives<\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n \t<li>[1]Compare and contrast the principles of major theories of learning and cognition and how they relate to adult learners.<\/li>\n \t<li>[3]Provide a rationale for instructional strategies based on specific cognitive and\/or learning principles.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\n<p class=\"textbox__title\">Key Takeaways<\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n \t<li>Biographies and background information on key contributors to adult learning<\/li>\n \t<li>Traditional adult learning theories and their key components and applications<\/li>\n<\/ul>\n<\/div>\n<\/div>\n&nbsp;\n\n[embed]https:\/\/www.youtube.com\/embed\/vFrzBsQqYSM[\/embed]\n<h2 style=\"text-align: center\"><span style=\"color: #0000ff\"><strong>Malcolm Knowles &amp; Adult Learning Theory<\/strong><\/span><\/h2>\n<h3>Malcolm Knowles (1913-1997)<\/h3>\n<ul>\n \t<li>Born August 24, 1913\u00a0 - Died November 27, 1997<\/li>\n \t<li>Credential - Ph.D.<\/li>\n \t<li>Alma mater -\u00a0 University of Chicago<\/li>\n \t<li>Last Occupation - Associate Professor of Adult Education at University of Arkansas<\/li>\n<\/ul>\nAndragogy is the close cousin of pedagogy. Pedagogy refers to teaching as a whole and andragogy, a term coined by Malcolm Knowles, is the practice of teaching adult learners. Below is the Wikipedia breakdown of the two words.\n<table style=\"border-collapse: collapse;width: 100%\" border=\"1\">\n<tbody>\n<tr>\n<td style=\"width: 328.933px\"><span style=\"color: #0000ff\">Greek Word<\/span><\/td>\n<td style=\"width: 328.933px\"><span style=\"color: #0000ff\">Meaning<\/span><\/td>\n<td style=\"width: 328.933px\"><span style=\"color: #0000ff\">Theory\/Practice<\/span><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 328.933px\">agogos<\/td>\n<td style=\"width: 328.933px\">\"leader of\"<\/td>\n<td style=\"width: 328.933px\"><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 328.933px\">pedo-<\/td>\n<td style=\"width: 328.933px\">\"children\"<\/td>\n<td style=\"width: 328.933px\">pedagogy<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 328.933px\">andr-<\/td>\n<td style=\"width: 328.933px\">\"man\"<\/td>\n<td style=\"width: 328.933px\">andragogy<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nIt makes sense to equate adult learning and teaching with the learning and teaching of children. Adults learn in a few different ways: problem-centered, relevance and impact on their own life, involvement, and using their own experience. The difference is evident. Children, who do not have much of their own experience rely on teacher\u2019s experience to enhance their learning.\n\nKnowles made four assumptions (and added a fifth later) of the characteristics of adult learners which differ from assumptions that can be made about child learners.\n<ol>\n \t<li><strong>Self-concept - <\/strong>as adults, learning takes place in a more personal way and, with maturity, can be done best in a self-directed way.<\/li>\n \t<li><strong>Adult learner experience - <\/strong>plays an enormous role in adult learning. Adults harbor an immense amount of experience that they can connect learning to- for themselves or for their classmates.<\/li>\n \t<li><strong>Readiness to learn - <\/strong>adult learners are ready to learn.\u00a0 Readiness to learn is typically associated with a <em>need<\/em> to learn in order to increase their role and contributions to society, family, work, etc (Pappas, 2017).<\/li>\n \t<li><strong>Orientation to learning - <\/strong>As adults, learning becomes less of subject learning and more of problem centered learning. Adults are often faced with difficult tasks or situations that call for an immediate need to learn\/discover a solution. Therefore, adults are positioned differently than children who only require the acquisition of knowledge rather than solving problems.<\/li>\n \t<li><strong>Motivation to learn (added in 1984) - <\/strong>adult learners have a vested interest in their education. Adults are most likely learning because (s)he wants to learn. According to Knowles' assumption, adult motivation increases with age and is internal (Pappas, 2017)[footnote]Pappas, C. (2017, December 21). The Adult Learning Theory - Andragogy - of Malcolm Knowles. Retrieved from https:\/\/elearningindustry.com\/the-adult-learning-theory-andragogy-of-malcolm-knowles[\/footnote]<a title=\"Adult Learning Theory Infographic\" href=\"https:\/\/elearninginfographics.com\/adult-learning-theory-infographic\/\"><img class=\"attachment-full wp-post-image aligncenter\" src=\"http:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-content\/blogs.dir\/30\/files\/2018\/01\/adult-learning-theory.png\" alt=\"Adult Learning Theory - Knowles' Four Principles of Andragogy\" width=\"447\" height=\"686\"><\/a><\/li>\n<\/ol>\nWatch the following video regarding Andragogy (Creative Commons Attribution-Share Alike 3.0 Unported License.)\n\n[embed]https:\/\/www.youtube.com\/embed\/vLoPiHUZbEw[\/embed]\n<p style=\"text-align: center\"><small>Find more <a title=\"The No.1 Source for the Best Education Infographics\" href=\"https:\/\/elearninginfographics.com\/\">education infographics<\/a> on e-Learning Infographics<\/small><\/p>\n\n\n<hr>\n\n<h3 style=\"text-align: center\"><span style=\"color: #0000ff\">Experiential Learning Theory or Cycle Learning Theory<\/span><\/h3>\n<h3>David Kolb (1939-1997) Bio:<\/h3>\n<ul>\n \t<li>Born 1939<\/li>\n \t<li>Credentials - Ph.D.<\/li>\n \t<li>Alta mater - Harvard University<\/li>\n<\/ul>\nKolb's experiential learning theory or cycle learning theory was developed with a holistic approach to learning in adults. Experiential learning theory depends on experience for the learning process. The experience can be experiences of self or experiences of others.\n\nExperiential learning theory defines learning as: [footnote]Contributions to https:\/\/wildernessmedicine.wikispaces.com\/ are licensed under a Creative Commons Attribution Share-Alike 3.0 License. Creative Commons Attribution Share-Alike 3.0 License \u21b5[\/footnote]\n<ul>\n \t<li class=\"level1\">\n<div class=\"li\">\u201c<em>the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience.<\/em>\u201d<sup><a id=\"fnt__4\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__4\">4)<\/a><\/sup><\/div><\/li>\n<\/ul>\nThe theory is based on six propositions summarized by the following three statements:\n<ol>\n \t<li class=\"level1\">\n<div class=\"li\">Learning is best described as a holistic process of creating knowledge and adapting to the world.<\/div><\/li>\n \t<li class=\"level1\">\n<div class=\"li\">Learning is actually relearning, since it is greatly dependent on already learned material.<\/div><\/li>\n \t<li class=\"level1\">\n<div class=\"li\">Learning is driven by conflict, differences, and disagreement, and results in assimilation and accommodation.<\/div><\/li>\n<\/ol>\nMore information on Kolb will be found in Chapter 4 - Experiential Learning\n\n<hr>\n\n<h2 style=\"text-align: center\"><span style=\"color: #0000ff\"><strong>Mezirow\u2019s Transformative Learning Theory<\/strong><\/span><\/h2>\n<h3>Jack Mezirow (1923-2014)<\/h3>\n<ul>\n \t<li>Born March 7, 1923\u00a0 - Died September 24, 2014<\/li>\n \t<li>Credential - Ed.D.<\/li>\n \t<li>Alma mater -\u00a0 University of California<\/li>\n \t<li>Last Occupation - Emeritus Professor of Adult and Continuing Education at Teachers College, Columbia University<\/li>\n<\/ul>\nJack Mezirow introduced <a href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:transformatve_learning_theory#fn__7\" target=\"_blank\" rel=\"noopener noreferrer\">Transformative Learning Theory<\/a> in the late 1900\u2019s and described the theory as, \u201clearning that transforms problematic frames of reference to make them more inclusive, discriminating, reflective, open, and emotionally able to change\u201d. Transformative learning takes place when a person is faced with a \u201cdisorienting dilemma\u201d that requires the person to look at their beliefs in a new way. Through dialog with others and 'critical reflection', one considers their original beliefs.\n\n<img class=\"wp-image-25 aligncenter\" src=\"http:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-content\/blogs.dir\/30\/files\/2023\/03\/Transformative-300x121.png\" alt=\"\" width=\"451\" height=\"182\">\n\nDifferent authors suggest different roles for students and teachers during <a href=\"https:\/\/learn.granite.edu\/mod\/url\/view.php?id=1447217\" target=\"_blank\" rel=\"noopener noreferrer\">transformative learning<\/a>. The role of the students is mostly to take responsibility for their learning and creating a pleasant environment. Suggestions for teachers generally refer to<a href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:transformatve_learning_theory#fn__7\">7)<\/a> :\n<ul>\n \t<li>creating a safe environment<\/li>\n \t<li>facilitating relationships characterized by trust and care<\/li>\n \t<li>understanding <em>why<\/em> they want to encourage a change in students and (not only how and what to change)<\/li>\n \t<li>assisting in the development of the critical reflection in students<\/li>\n \t<li>taking into consideration and talking about students' feelings<\/li>\n \t<li>enabling students to apply new insights outside the classroom<\/li>\n \t<li>helping others by sharing his experiences<\/li>\n \t<li>modelling a willingness to change and learn<\/li>\n<\/ul>\n\n<hr>\n\n<h2 style=\"text-align: center\"><strong><span style=\"color: #3366ff\">McClusky\u2019s Theory of Margin<\/span><\/strong><\/h2>\n<h3>Howard McClusky (1900-1982)<\/h3>\n<ul>\n \t<li>Born February 20, 1900\u00a0 - Died August 15, 1982<\/li>\n \t<li>Credential - Ph.D.<\/li>\n \t<li>Alma mater -\u00a0 University of Chicago<\/li>\n \t<li>Last Occupation - Visiting Professor of Adult Education at University of Nebraska<\/li>\n<\/ul>\nMcClusky\u2019s most important contribution to adult education was his <a href=\"https:\/\/hrdevelopmentinfo.com\/howard-mcclusky%E2%80%99s-theory-of-margin\/\" target=\"_blank\" rel=\"noopener noreferrer\">Theory of Margin<\/a>. He describes how adults need to possess a large margin in order to successfully engage and learn. Margin (M) comes from the Load (L) \/ Power (P). The load can be described as how much the adult has on their plate (figuratively speaking) and power is the resources one has in possession in order to satisfy the load. According to McClusky (1970, p. 27, as cited in Caruso, 2016), load is \u201cthe self and social demands required by a person to maintain a minimal level of autonomy\u2026. [Power is] the resources, i.e. [sic] abilities, possessions, position, allies, etc. [sic], which a person can command in coping with load [sic].\u201dMargin = Load\/Power (M=L\/P) can be visualized in the following diagram (click link below).\n\n<a href=\"https:\/\/pressbooks.com\/app\/uploads\/sites\/101239\/2018\/05\/McClusky-Theory-of-Margin.docx_.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">McClusky Theory of Margin.docx<\/a>\n\nWhat happens when you have a great supportive family, tons of knowledge and experience but then face an unforeseen situation such as a death of a family member or a job loss thrown onto the load? You experience a severely decreased margin which makes learning difficult. The ability to focus and succeed is hindered by the load because there is not enough power to compensate. When there is a balance of power and load, or an abundance of power or limited load, there is opportunity for exponential learning and growth.\n\n<hr>\n\n<h2 style=\"text-align: center\"><span style=\"color: #3366ff\"><strong>Bloom\u2019s Taxonomy<\/strong><\/span><\/h2>\n<h3>Benjamin Bloom (1913-1999) [footnote]https:\/\/en.wikipedia.org\/wiki\/Benjamin_Bloom[[\/footnote]<\/h3>\n<ul>\n \t<li>Born February 21, 1913 in PA - Died September 13, 1999<\/li>\n \t<li>Credential - Ph.D. in Education<\/li>\n \t<li>Alma mater - Pennsylvania State University and University of Chicago<\/li>\n \t<li>Last Occupation - Educational Psychologist at American Educational Research Association<\/li>\n<\/ul>\nBloom's Taxonomy begins at the bottom where rudimentary learning begins. As you move up the chart you are building upon the last. Young children start at the bottom with learning through memorization, defining, and repeating information. As a person grows (s)he acquires the ability to move up the chart to be able to use critical thinking and other skills to reach the top. When building courses and objectives it is important to use the verbs that apply to the level of thinking at the right level of education.\n\n<img class=\"alignnone wp-image-26 size-full\" src=\"http:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-content\/blogs.dir\/30\/files\/2023\/03\/29428436431_c12484fd8c_b-1.jpg\" alt=\"\" width=\"960\" height=\"540\">\n\n<hr>\n\n<h2 style=\"text-align: center\"><strong><span style=\"color: #3366ff\">Illeris\u2019s Three Dimensions of Learning Model<\/span><\/strong><\/h2>\n<h3>Knud Illeris (1939-)<\/h3>\n<ul>\n \t<li>Born March 7, 1939<\/li>\n \t<li>Occupation - Author, Scientist and Professor of Lifelong Learning at Teachers College, Columbia University<\/li>\n<\/ul>\n<img class=\"alignnone wp-image-27 size-large\" src=\"http:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-content\/blogs.dir\/30\/files\/2023\/03\/Illeris-1024x791.jpg\" alt=\"Illeris's Model\" width=\"1024\" height=\"791\">\n<h3>3 Dimensions of Learning<\/h3>\n<a href=\"https:\/\/hrdevelopmentinfo.com\/illeris%E2%80%99s-three-dimensions-of-learning-model\/\" target=\"_blank\" rel=\"noopener noreferrer\">Illeris's 3 Dimensions of Learning<\/a> describes how an individual acquires information, knowledge, content, and combines it with emotions and feelings to interact, grow, collaborate, and share in society. Illeris's model was introduced in 1999 by Knud Illeris who was a professor at the Danish University of Education in Copenhagen (Caruso, n.d.). Learning begins with, what Illeris refers to as 'raw materials': [footnote]Caruso, S. J. (n.d.). Illeris's Three Dimensions of Learning Model. Retrieved from HRDI HR Development Info: https:\/\/hrdevelopmentinfo.com\/illeris%E2%80%99s-three-dimensions-of-learning-model\/[\/footnote]\n\nThe original version of this chapter contained H5P content. You may want to remove or replace this element.","rendered":"<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Objectives<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>[1]Compare and contrast the principles of major theories of learning and cognition and how they relate to adult learners.<\/li>\n<li>[3]Provide a rationale for instructional strategies based on specific cognitive and\/or learning principles.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Key Takeaways<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>Biographies and background information on key contributors to adult learning<\/li>\n<li>Traditional adult learning theories and their key components and applications<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"More Theories\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/vFrzBsQqYSM?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<h2 style=\"text-align: center\"><span style=\"color: #0000ff\"><strong>Malcolm Knowles &amp; Adult Learning Theory<\/strong><\/span><\/h2>\n<h3>Malcolm Knowles (1913-1997)<\/h3>\n<ul>\n<li>Born August 24, 1913\u00a0 &#8211; Died November 27, 1997<\/li>\n<li>Credential &#8211; Ph.D.<\/li>\n<li>Alma mater &#8211;\u00a0 University of Chicago<\/li>\n<li>Last Occupation &#8211; Associate Professor of Adult Education at University of Arkansas<\/li>\n<\/ul>\n<p>Andragogy is the close cousin of pedagogy. Pedagogy refers to teaching as a whole and andragogy, a term coined by Malcolm Knowles, is the practice of teaching adult learners. Below is the Wikipedia breakdown of the two words.<\/p>\n<table style=\"border-collapse: collapse;width: 100%\">\n<tbody>\n<tr>\n<td style=\"width: 328.933px\"><span style=\"color: #0000ff\">Greek Word<\/span><\/td>\n<td style=\"width: 328.933px\"><span style=\"color: #0000ff\">Meaning<\/span><\/td>\n<td style=\"width: 328.933px\"><span style=\"color: #0000ff\">Theory\/Practice<\/span><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 328.933px\">agogos<\/td>\n<td style=\"width: 328.933px\">&#8220;leader of&#8221;<\/td>\n<td style=\"width: 328.933px\"><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 328.933px\">pedo-<\/td>\n<td style=\"width: 328.933px\">&#8220;children&#8221;<\/td>\n<td style=\"width: 328.933px\">pedagogy<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 328.933px\">andr-<\/td>\n<td style=\"width: 328.933px\">&#8220;man&#8221;<\/td>\n<td style=\"width: 328.933px\">andragogy<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>It makes sense to equate adult learning and teaching with the learning and teaching of children. Adults learn in a few different ways: problem-centered, relevance and impact on their own life, involvement, and using their own experience. The difference is evident. Children, who do not have much of their own experience rely on teacher\u2019s experience to enhance their learning.<\/p>\n<p>Knowles made four assumptions (and added a fifth later) of the characteristics of adult learners which differ from assumptions that can be made about child learners.<\/p>\n<ol>\n<li><strong>Self-concept &#8211; <\/strong>as adults, learning takes place in a more personal way and, with maturity, can be done best in a self-directed way.<\/li>\n<li><strong>Adult learner experience &#8211; <\/strong>plays an enormous role in adult learning. Adults harbor an immense amount of experience that they can connect learning to- for themselves or for their classmates.<\/li>\n<li><strong>Readiness to learn &#8211; <\/strong>adult learners are ready to learn.\u00a0 Readiness to learn is typically associated with a <em>need<\/em> to learn in order to increase their role and contributions to society, family, work, etc (Pappas, 2017).<\/li>\n<li><strong>Orientation to learning &#8211; <\/strong>As adults, learning becomes less of subject learning and more of problem centered learning. Adults are often faced with difficult tasks or situations that call for an immediate need to learn\/discover a solution. Therefore, adults are positioned differently than children who only require the acquisition of knowledge rather than solving problems.<\/li>\n<li><strong>Motivation to learn (added in 1984) &#8211; <\/strong>adult learners have a vested interest in their education. Adults are most likely learning because (s)he wants to learn. According to Knowles&#8217; assumption, adult motivation increases with age and is internal (Pappas, 2017)<a class=\"footnote\" title=\"Pappas, C. (2017, December 21). The Adult Learning Theory - Andragogy - of Malcolm Knowles. Retrieved from https:\/\/elearningindustry.com\/the-adult-learning-theory-andragogy-of-malcolm-knowles\" id=\"return-footnote-28-1\" href=\"#footnote-28-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a><a title=\"Adult Learning Theory Infographic\" href=\"https:\/\/elearninginfographics.com\/adult-learning-theory-infographic\/\"><img loading=\"lazy\" decoding=\"async\" class=\"attachment-full wp-post-image aligncenter\" src=\"http:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-content\/blogs.dir\/30\/files\/2018\/01\/adult-learning-theory.png\" alt=\"Adult Learning Theory - Knowles' Four Principles of Andragogy\" width=\"447\" height=\"686\" \/><\/a><\/li>\n<\/ol>\n<p>Watch the following video regarding Andragogy (Creative Commons Attribution-Share Alike 3.0 Unported License.)<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-2\" title=\"Andragogy (Adult Learning)\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/vLoPiHUZbEw?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p style=\"text-align: center\"><small>Find more <a title=\"The No.1 Source for the Best Education Infographics\" href=\"https:\/\/elearninginfographics.com\/\">education infographics<\/a> on e-Learning Infographics<\/small><\/p>\n<hr \/>\n<h3 style=\"text-align: center\"><span style=\"color: #0000ff\">Experiential Learning Theory or Cycle Learning Theory<\/span><\/h3>\n<h3>David Kolb (1939-1997) Bio:<\/h3>\n<ul>\n<li>Born 1939<\/li>\n<li>Credentials &#8211; Ph.D.<\/li>\n<li>Alta mater &#8211; Harvard University<\/li>\n<\/ul>\n<p>Kolb&#8217;s experiential learning theory or cycle learning theory was developed with a holistic approach to learning in adults. Experiential learning theory depends on experience for the learning process. The experience can be experiences of self or experiences of others.<\/p>\n<p>Experiential learning theory defines learning as: <a class=\"footnote\" title=\"Contributions to https:\/\/wildernessmedicine.wikispaces.com\/ are licensed under a Creative Commons Attribution Share-Alike 3.0 License. Creative Commons Attribution Share-Alike 3.0 License \u21b5\" id=\"return-footnote-28-2\" href=\"#footnote-28-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a><\/p>\n<ul>\n<li class=\"level1\">\n<div class=\"li\">\u201c<em>the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience.<\/em>\u201d<sup><a id=\"fnt__4\" class=\"fn_top\" href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:experiential_learning#fn__4\">4)<\/a><\/sup><\/div>\n<\/li>\n<\/ul>\n<p>The theory is based on six propositions summarized by the following three statements:<\/p>\n<ol>\n<li class=\"level1\">\n<div class=\"li\">Learning is best described as a holistic process of creating knowledge and adapting to the world.<\/div>\n<\/li>\n<li class=\"level1\">\n<div class=\"li\">Learning is actually relearning, since it is greatly dependent on already learned material.<\/div>\n<\/li>\n<li class=\"level1\">\n<div class=\"li\">Learning is driven by conflict, differences, and disagreement, and results in assimilation and accommodation.<\/div>\n<\/li>\n<\/ol>\n<p>More information on Kolb will be found in Chapter 4 &#8211; Experiential Learning<\/p>\n<hr \/>\n<h2 style=\"text-align: center\"><span style=\"color: #0000ff\"><strong>Mezirow\u2019s Transformative Learning Theory<\/strong><\/span><\/h2>\n<h3>Jack Mezirow (1923-2014)<\/h3>\n<ul>\n<li>Born March 7, 1923\u00a0 &#8211; Died September 24, 2014<\/li>\n<li>Credential &#8211; Ed.D.<\/li>\n<li>Alma mater &#8211;\u00a0 University of California<\/li>\n<li>Last Occupation &#8211; Emeritus Professor of Adult and Continuing Education at Teachers College, Columbia University<\/li>\n<\/ul>\n<p>Jack Mezirow introduced <a href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:transformatve_learning_theory#fn__7\" target=\"_blank\" rel=\"noopener noreferrer\">Transformative Learning Theory<\/a> in the late 1900\u2019s and described the theory as, \u201clearning that transforms problematic frames of reference to make them more inclusive, discriminating, reflective, open, and emotionally able to change\u201d. Transformative learning takes place when a person is faced with a \u201cdisorienting dilemma\u201d that requires the person to look at their beliefs in a new way. Through dialog with others and &#8216;critical reflection&#8217;, one considers their original beliefs.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-25 aligncenter\" src=\"http:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-content\/blogs.dir\/30\/files\/2023\/03\/Transformative-300x121.png\" alt=\"\" width=\"451\" height=\"182\" srcset=\"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2023\/03\/Transformative-300x121.png 300w, https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2023\/03\/Transformative-768x310.png 768w, https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2023\/03\/Transformative-65x26.png 65w, https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2023\/03\/Transformative-225x91.png 225w, https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2023\/03\/Transformative-350x141.png 350w, https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2023\/03\/Transformative.png 778w\" sizes=\"auto, (max-width: 451px) 100vw, 451px\" \/><\/p>\n<p>Different authors suggest different roles for students and teachers during <a href=\"https:\/\/learn.granite.edu\/mod\/url\/view.php?id=1447217\" target=\"_blank\" rel=\"noopener noreferrer\">transformative learning<\/a>. The role of the students is mostly to take responsibility for their learning and creating a pleasant environment. Suggestions for teachers generally refer to<a href=\"https:\/\/www.learning-theories.org\/doku.php?id=learning_theories:transformatve_learning_theory#fn__7\">7)<\/a> :<\/p>\n<ul>\n<li>creating a safe environment<\/li>\n<li>facilitating relationships characterized by trust and care<\/li>\n<li>understanding <em>why<\/em> they want to encourage a change in students and (not only how and what to change)<\/li>\n<li>assisting in the development of the critical reflection in students<\/li>\n<li>taking into consideration and talking about students&#8217; feelings<\/li>\n<li>enabling students to apply new insights outside the classroom<\/li>\n<li>helping others by sharing his experiences<\/li>\n<li>modelling a willingness to change and learn<\/li>\n<\/ul>\n<hr \/>\n<h2 style=\"text-align: center\"><strong><span style=\"color: #3366ff\">McClusky\u2019s Theory of Margin<\/span><\/strong><\/h2>\n<h3>Howard McClusky (1900-1982)<\/h3>\n<ul>\n<li>Born February 20, 1900\u00a0 &#8211; Died August 15, 1982<\/li>\n<li>Credential &#8211; Ph.D.<\/li>\n<li>Alma mater &#8211;\u00a0 University of Chicago<\/li>\n<li>Last Occupation &#8211; Visiting Professor of Adult Education at University of Nebraska<\/li>\n<\/ul>\n<p>McClusky\u2019s most important contribution to adult education was his <a href=\"https:\/\/hrdevelopmentinfo.com\/howard-mcclusky%E2%80%99s-theory-of-margin\/\" target=\"_blank\" rel=\"noopener noreferrer\">Theory of Margin<\/a>. He describes how adults need to possess a large margin in order to successfully engage and learn. Margin (M) comes from the Load (L) \/ Power (P). The load can be described as how much the adult has on their plate (figuratively speaking) and power is the resources one has in possession in order to satisfy the load. According to McClusky (1970, p. 27, as cited in Caruso, 2016), load is \u201cthe self and social demands required by a person to maintain a minimal level of autonomy\u2026. [Power is] the resources, i.e. [sic] abilities, possessions, position, allies, etc. [sic], which a person can command in coping with load [sic].\u201dMargin = Load\/Power (M=L\/P) can be visualized in the following diagram (click link below).<\/p>\n<p><a href=\"https:\/\/pressbooks.com\/app\/uploads\/sites\/101239\/2018\/05\/McClusky-Theory-of-Margin.docx_.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">McClusky Theory of Margin.docx<\/a><\/p>\n<p>What happens when you have a great supportive family, tons of knowledge and experience but then face an unforeseen situation such as a death of a family member or a job loss thrown onto the load? You experience a severely decreased margin which makes learning difficult. The ability to focus and succeed is hindered by the load because there is not enough power to compensate. When there is a balance of power and load, or an abundance of power or limited load, there is opportunity for exponential learning and growth.<\/p>\n<hr \/>\n<h2 style=\"text-align: center\"><span style=\"color: #3366ff\"><strong>Bloom\u2019s Taxonomy<\/strong><\/span><\/h2>\n<h3>Benjamin Bloom (1913-1999) <a class=\"footnote\" title=\"https:\/\/en.wikipedia.org\/wiki\/Benjamin_Bloom[\" id=\"return-footnote-28-3\" href=\"#footnote-28-3\" aria-label=\"Footnote 3\"><sup class=\"footnote\">[3]<\/sup><\/a><\/h3>\n<ul>\n<li>Born February 21, 1913 in PA &#8211; Died September 13, 1999<\/li>\n<li>Credential &#8211; Ph.D. in Education<\/li>\n<li>Alma mater &#8211; Pennsylvania State University and University of Chicago<\/li>\n<li>Last Occupation &#8211; Educational Psychologist at American Educational Research Association<\/li>\n<\/ul>\n<p>Bloom&#8217;s Taxonomy begins at the bottom where rudimentary learning begins. As you move up the chart you are building upon the last. Young children start at the bottom with learning through memorization, defining, and repeating information. As a person grows (s)he acquires the ability to move up the chart to be able to use critical thinking and other skills to reach the top. When building courses and objectives it is important to use the verbs that apply to the level of thinking at the right level of education.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-26 size-full\" src=\"http:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-content\/blogs.dir\/30\/files\/2023\/03\/29428436431_c12484fd8c_b-1.jpg\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2023\/03\/29428436431_c12484fd8c_b-1.jpg 960w, https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2023\/03\/29428436431_c12484fd8c_b-1-300x169.jpg 300w, https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2023\/03\/29428436431_c12484fd8c_b-1-768x432.jpg 768w, https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2023\/03\/29428436431_c12484fd8c_b-1-65x37.jpg 65w, https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2023\/03\/29428436431_c12484fd8c_b-1-225x127.jpg 225w, https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2023\/03\/29428436431_c12484fd8c_b-1-350x197.jpg 350w\" sizes=\"auto, (max-width: 960px) 100vw, 960px\" \/><\/p>\n<hr \/>\n<h2 style=\"text-align: center\"><strong><span style=\"color: #3366ff\">Illeris\u2019s Three Dimensions of Learning Model<\/span><\/strong><\/h2>\n<h3>Knud Illeris (1939-)<\/h3>\n<ul>\n<li>Born March 7, 1939<\/li>\n<li>Occupation &#8211; Author, Scientist and Professor of Lifelong Learning at Teachers College, Columbia University<\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-27 size-large\" src=\"http:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-content\/blogs.dir\/30\/files\/2023\/03\/Illeris-1024x791.jpg\" alt=\"Illeris's Model\" width=\"1024\" height=\"791\" srcset=\"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2023\/03\/Illeris-1024x791.jpg 1024w, https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2023\/03\/Illeris-300x232.jpg 300w, https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2023\/03\/Illeris-768x593.jpg 768w, https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2023\/03\/Illeris-1536x1187.jpg 1536w, https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2023\/03\/Illeris-65x50.jpg 65w, https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2023\/03\/Illeris-225x174.jpg 225w, https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2023\/03\/Illeris-350x270.jpg 350w, https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/files\/2023\/03\/Illeris.jpg 1650w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/p>\n<h3>3 Dimensions of Learning<\/h3>\n<p><a href=\"https:\/\/hrdevelopmentinfo.com\/illeris%E2%80%99s-three-dimensions-of-learning-model\/\" target=\"_blank\" rel=\"noopener noreferrer\">Illeris&#8217;s 3 Dimensions of Learning<\/a> describes how an individual acquires information, knowledge, content, and combines it with emotions and feelings to interact, grow, collaborate, and share in society. Illeris&#8217;s model was introduced in 1999 by Knud Illeris who was a professor at the Danish University of Education in Copenhagen (Caruso, n.d.). Learning begins with, what Illeris refers to as &#8216;raw materials&#8217;: <a class=\"footnote\" title=\"Caruso, S. J. (n.d.). Illeris's Three Dimensions of Learning Model. Retrieved from HRDI HR Development Info: https:\/\/hrdevelopmentinfo.com\/illeris%E2%80%99s-three-dimensions-of-learning-model\/\" id=\"return-footnote-28-4\" href=\"#footnote-28-4\" aria-label=\"Footnote 4\"><sup class=\"footnote\">[4]<\/sup><\/a><\/p>\n<p>The original version of this chapter contained H5P content. You may want to remove or replace this element.<\/p>\n<hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-28-1\">Pappas, C. (2017, December 21). The Adult Learning Theory - Andragogy - of Malcolm Knowles. Retrieved from https:\/\/elearningindustry.com\/the-adult-learning-theory-andragogy-of-malcolm-knowles <a href=\"#return-footnote-28-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-28-2\">Contributions to https:\/\/wildernessmedicine.wikispaces.com\/ are licensed under a Creative Commons Attribution Share-Alike 3.0 License. Creative Commons Attribution Share-Alike 3.0 License \u21b5 <a href=\"#return-footnote-28-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><li id=\"footnote-28-3\">https:\/\/en.wikipedia.org\/wiki\/Benjamin_Bloom[ <a href=\"#return-footnote-28-3\" class=\"return-footnote\" aria-label=\"Return to footnote 3\">&crarr;<\/a><\/li><li id=\"footnote-28-4\">Caruso, S. J. (n.d.). Illeris's Three Dimensions of Learning Model. Retrieved from HRDI HR Development Info: https:\/\/hrdevelopmentinfo.com\/illeris%E2%80%99s-three-dimensions-of-learning-model\/ <a href=\"#return-footnote-28-4\" class=\"return-footnote\" aria-label=\"Return to footnote 4\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":11,"menu_order":1,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[49],"contributor":[],"license":[],"class_list":["post-28","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":20,"_links":{"self":[{"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/pressbooks\/v2\/chapters\/28","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/wp\/v2\/users\/11"}],"version-history":[{"count":1,"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/pressbooks\/v2\/chapters\/28\/revisions"}],"predecessor-version":[{"id":29,"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/pressbooks\/v2\/chapters\/28\/revisions\/29"}],"part":[{"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/pressbooks\/v2\/parts\/20"}],"metadata":[{"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/pressbooks\/v2\/chapters\/28\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/wp\/v2\/media?parent=28"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/pressbooks\/v2\/chapter-type?post=28"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/wp\/v2\/contributor?post=28"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/wp\/v2\/license?post=28"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}