Context of Adult Learningby

Maria Boyd

Adult learning

• Education is continual throughout adult life• Incorporates both visible and invisible

pressures• Both the learning space and environment play

an important role in the learning process

Context of Learning

• Definiton of context =“the circumstances that form the setting for an event, statement, or idea, and in terms of which it can be fully understood and assessed.”( Oxford dictionary)

• Definition of Context in Learning=“Learning context is defined as the situation in which something is learned or understood, a situation that can impact how something is learned or what is taught. (Oxford dictionary)

Examples of context in learning

• Variety of different contexts• The following three will be represented;• -informal versus formal learning• -networked/distance learning• -community based learning

Informal / formal context

Informal versus formal learning

• Formal = a teacher instructs a learner to learn specific cirriculum set by an institute (Livingstone, DW.2007)

• Informal = learner is self directed in learning process(Livingstone, DW.2007)

• Both formal and informal learning is driven by social change, example workplace change(Livingstone, DW.2007)

Constuctivism

“Constructivism is basically a theory -- based on observation and scientific study -- about how people learn”(Oxford dictionary)

This definition expresses the difference between informal and formal learning

Factors affecting informal/formal learning

• Process including assessments• Location/ learning environment• Purpose of learning process• Content of learning

(Malcolm, J., Hodkinson, P. & Colley, H. (2003)

Process/Assessments

• Process of for formal learning is teacher directed

• Process for informal learning is learner directed

• Informal learning includes no assessment of formative assessments

• Formal learning includes summative assessment

Location/environment

• Presence of an institution as location for learning = formal learning

• Workplace or community centers= informal learning

(Malcolm, J., Hodkinson, P. & Colley, H. (2003)

Purpose

• Need for learning process determined and initiated by learner themselves= informal

• Need for learning process designed and determined by external person such as teacher or government= formal

(Malcolm, J., Hodkinson, P. & Colley, H. (2003)

Content

• Learning from expert knowledge, vertical knowledge= formal

• Learning something new, everyday practice and work skills= informal

(Malcolm, J., Hodkinson, P. & Colley, H. (2003)

Network/ distance

Distance online learning

• Learning in an online environment tend to be autonomous learners

• Environment plays an important role in this learning process

• Time management, goal setting and time availability are major factors affecting this learning process

(Nesbit, T., Brigham, S.M., Taber, N. & Gibb, T. (Eds.) (2013)

Factors affecting distance learning

• According to Bouchard, the following are factors affecting online distance learning

• -conative=individual drive and motivation• -algorithmic=sequence of events, objectives and

assessments• -semiotic=delivery and resources• -economy=value of learning to learner(Nesbit, T., Brigham, S.M., Taber, N. & Gibb, T. (Eds.) (2013)

Challenges of online learning

• -willingness of learners to participate and engage• -learners ability to direct their own

learning(literacies)• -technology and demand on learner for

creativity(cloud computing)• -visualization of data and interpretation(Nesbit, T., Brigham, S.M., Taber, N. & Gibb, T. (Eds.) (2013)

Connectivism

Connectivism is a hypothesis of learning which emphasizes the role of social and cultural context.(Oxford dictionary)Connectism is also the “active engagement between learners, rather then transfer of knowledge between teacher and learner”(Kop, R. and Fournier, H. (2011)

• Success of learner depends on;

• -learning environment• -context • -learner collaboration with other learners

Statements of online learning

• Ramble states;

“interactive communication must be in place” otherwise there is no distinction between online learning and reading a book(Kop, R. and Fournier, H. (2011)

• Distance online learning also reflects informal learning since it is learner directed

• Distance online learning also reflects formal learning due to the fact that institutions recognize the learning and provide credentials

Community learning

Community learning:purpose

• Is everyone’s right • Improves community needs• Addresses social needs• Organization development to strengthen

community (example YMCA, community centers)

(CUV (2005)

• Community needs affect learning objectives

• Learning activity is proactive when member feel they belong or there is a sense of community.

• Example of community group is community of practice

Community of practice

• Defined as a” group of people who share a concern of a passion for something they do and learn how to do it better as they interact regularly” ( Seaman, M 2008)

• - this is an informal platform of learning• -leadership comes from within learning

community• -exist to improve practice• Community encourages learning as a social change

Community learning; action theory

• According to Vygotksy “activity constitutes and is constituted by social interaction, acquisition of cultural tools and the formation of new skills abilities” (Smolka, A. 2001)

• Community learning involves action from learned knowledge

• Community members use gained knowledge to affect social and community changes

Conclusion

• Adult education, is an ongoing life process• Education exists in many forms in everyday life• Informal learning must be recognized as a

form of education• Community learning is also a learning platform

with action related results• New technologies advance the environment

and process of adult learning

The future-personal view

• As with other aspects of life, advances continue to occur. Society continues to change. Education must be viewed openly and understood for its various platforms.

• Education is our future. Methods of delivery may change, role of instructors and learners may change, but the quest for knowledge is still the basis of all education

References

• http://www.oxforddictionaries.com/definition/english/context

• CUV (2005) Aiming high, quality in community learning, guidance for partners, Community University of the Valleys Partnership, Swansea, UK.

• Kop, R. and Fournier, H. (2011) ew Dimensions to self-directed learning in an open networked learning environment, International Journal of Self-Directed Learning 7, No 2 Fall 2010. Pg. 1-20

•

REFERENCES

• Livingstone, D.W. (2007) Re-exploring the icebergs of adult learning: comparative findings of the 1998 And 2004 Canadian surveys of formal and informal learning practices, The Canadian Journal for the Study of Adult Education 20, No. 2, 1-24.

• • Malcolm, J., Hodkinson, P. & Colley, H. (2003)

The interrelationships between informal and formal learning, Journal of Workplace Learning 15, No. 7/8, 313-318.

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• Nesbit, T., Brigham, S.M., Taber, N. & Gibb, T. (Eds.) (2013) Building on critical traditions: Adult education and learning in Canada. Toronto: Thompson Educational Pub.