Nurturing Adult Learners Handout BBMullinix Oct09

Teaching and Nurturing
Adult Learners
A Colloquium
co-sponsored by Winston-Salem State University and
the North Carolina Adult Education Association
Exploring the Learning Ecosystem

Opening Session October 20, 2009
(12:30-2:00)
Dr. Bonnie B. Mullinix

Colloquium Facilitator and Consultant
Co-President, Jacaranda Educational Development

Sr. Consultant, Faculty and Educational Development, TLT Group
www.jacarandaeducation.net www.tltgroup.org
bbmullinix@gmail.com 864/270-3349 mullinix@tltgroup.org
Session Goal and Focus:
To pose our challenge, set the tone for the colloquium… and start us on our way by:
Conceptualizing the learning environment as an Ecosystem…
Considering some conceptual and statistical visions of adult learners …
Reviewing Colloquial challenges in the context of conceptual frameworks …
Thinking about learning…
Actively exploring learning theories.
10-15 min Table Talk & Introductions (during lunch)

Opening Address: Conceptualizing the Learning Ecosystem, More about Adult
20-30 min
Learners & Setting forth the Colloquium Challenges
15 min About Learning
Constructing and Considering Learning Theories and Frameworks to inform
20 min
Teaching Practice (A collaborative learning activity)
5 min Closing/Transitional Remarks
Jacaranda Educational Development Bonnie B. Mullinix, EdD Teaching Learning and Technology Group
Greenville, SC www.jacarandaeducation.net bbmullinix@gmail.com Takoma Park, MD www.tltgroup.org
Colloquium on Teaching and Nurturing Adult Learners Opening Session October 20, 2009 page 2
Adult Learning
Theory & Frameworks Construction
Small Group Task Sheet
In your self-selected group:
1. Take the cards out of the envelopes (and distribute them

among group members);
2. Work together to arrange them in the orientation that
makes the most sense to you;
3. When you have agreed on how they are arranged, ask a
facilitator for an “answer sheet”;
4. Review the sheet and briefly discuss:
◦ How did your arrangement differ?
◦ How this theory associated with adult learning inform
your teaching practice and work with adult learners?
You have 10 minutes to complete this activity.
We will not have time to share now… but bring your understanding of
these theories and frameworks into the panel and roundtable
discussions… and add your own to enrich our learning over the
coming days.
[Facilitator’s Note: During a regular session, I would normally allow at least 20-25 minutes for this activity
and greater time for discussion and post-activity processing around not only content, but the process of
re-constructing and exploring theories from one’s own perspective – but as our time is tight in this
overview/orientation session, this activity is compressed.]
Handout 1
ANDRAGOGY
In his book, The Modern Practice of Adult Education, Malcolm Knowles identifies the
following for distinctions between andragogy (the science of teaching adults) and
pedagogy (the science of teaching children).
1. Self-Concept: In pedagogy, the child is dependent upon those around him/her; the adult
acts autonomously in relation to others. Adults are capable of being self-directed, of being
able to identify and articulate what they want to learn in dialogue with the teacher. In
pedagogy, the teacher is in a directing relationship with the student; in adult education, the
teacher is in a helping relationship with the student.
2. Experience: Pedagogy is often seen as the one-way transfer of information from teacher
to the student. Since the adult learner has a wealth of experience and wisdom, the teacher
becomes a facilitator in a mutual learning environment. The distances created between
teacher and student in pedagogy is replaced with a community of learners and facilitators.
3. Readiness to learn. In traditional pedagogy, the teacher decides what the students
need to learn, and the curriculum is developed without initial input from the learner. Adult
education is more learner-centered and the learner is more actively involved in deciding
what will be taught.
4. Orientation to learning. Children have been conditioned to have a subject-centered
orientation to learning whereas adults tend to have a more problem or process-centered
orientation. Children are able to focus attention towards future rewards while adults are
primarily concerned with their present situations and interested in solving problems they
experience on a daily basis.
The chart below summarizes some key considerations for the adult educator.
DISTINCTIONS BETWEEN CHILD AND ADULT LEARNING APPROACHES

Key Ideas Child Adult
The learner Generally dependent Self-directed
The educator Identifies & defines Facilitates learner solving
problems own problems
Primary Educator Self/experience
information
source
Motivation External Internal
Time factors Future Present
Over the years, both adult education and nonformal education have contributed a great deal to our
understanding of how learning occurs. Formal education’s shift to learner-centered pedagogy
helps to affirm observations that much of andragogy is simply good pedagogy. If agreed, then the
headings on the matrix above can be changed to illustrate the distinction between traditional or
instructor-centered education and learner-centered education.
Adapted from Mullinix, Bonnie B., et al. (1989). Nonformal Education Manual.
In Nurturing Participation (2002) p 21.
Handout 2
MASLOW'S HIERARCHY OF NEEDS
Attributes
Need for Self

Develop to fullest potential;
- strong sense of individuality
Actualization
Respect and like for self

Ego - Self
Esteem and others
Needs
Membership, acceptance,
belonging, feeling loved and
Love Needs wanted
Protection from physical or

psychological threat, need
for order and structure
Security Needs
Food, water, shelter,

clothing, etc.
Survival Needs
Adult Learner Motivation

Motivation is an important part of an adult’s ability to learn. Environmental distractions, unmet needs, and personal
trauma can divert the learner’s attention from the task at hand.
Abraham Maslow is a renowned theorist in the field of humanistic psychology and is often cited when discussing the
dynamics of human motivation in general. Maslow suggests that human needs form a hierarchy that can be
visualized as a stack of dependent layers; one level cannot be fully attained until the lower level need is met. To
further complicate the model, an individual’s position in the hierarchy may change from hour to hour, day to day or
year to year.
In Nurturing Participation (2002) p 22-23.
Handout 3
THE EXPERIENTIAL LEARNING CYCLE

Adult Learning - Process and Styles
An adult educator named David Kolb developed a model that integrates an experiential
learning process with learning styles and provides a comprehensive theoretical guide for
the adult educator. This model begins by describing four key steps in the learning cycle
and provides a clear method to consider when designing programs for adults. Since adult
learning is heavily based on previous experience, Kolb suggests the following types of
learning that make up the adult learning process:
1. Concrete Experience (Do It): The learner is involved in a concrete experience that is
provided in training. The learner explores a new situation firsthand. The learner
learns by demonstration, explanation, lecture, and the giving of facts by the trainer.
2. Reflection and Observation (Think About It): The learner maintains concrete
involvement but distances self, becoming reflective observer, taking a step back to
observe and reflect on what the situation means to him/her. Learning occurs through
question and answer periods, discussion, or individual time for reflection and work.
3. Abstract Conceptualization (Think About How to Apply It): Based on reflection,
the learner analyzes the situation and forms theories, generalizing from the particular
to the hypothetical and general. Interaction with peers and the trainer helps the
learner analyze situations.
4. Active Experimentation (Try It Out): The learner formulates a plan or strategy to
apply the newly attained information to his/her own situation. The learner needs to
discover for him/herself the application of knowledge.
This experiential learning cycle can be represented as follows:
CONCRETE EXPERIENCE
ACTIVE REFLECTION
EXPERIMENTATION AND
OBSERVATION
ABSTRACT CONCEPTUALIZATION
Learners who feel most comfortable immersing themselves in an experience may be the
ones who most need to be drawn back occasionally, and helped to conceptualize their
experience (and vice versa). People have a tendency, even in childhood, to gravitate
towards one style or another. By the time that they are adults, they have firmly
established their preferred way of learning and may not wish to move through this
process in a stage-by-stage manner. The job of the nonformal trainer is to design
programs that address each stage in the experiential learning cycle. Designing a
simulation or practical experience without allowing time to reflect, discuss and process
the experience will not give learners the chance to bring the learning into their daily lives
and experiences, and the learning will be incomplete.
In Nurturing Participation (2002) p 22-23.
Handout 4
Stages of Cognitive and Ethical Development

William Perry’s study of intellectual and ethical development among a group of
male Harvard undergraduates (1970) helped to describe the key stages that many
faculty encounter in learners as they pass through their undergraduate
experience. Below are the four basic stages. A nine phase version details
transitions between stages and differentiates growth within stages.
Stage Name Stage Description Experience

Division of meaning into Agency is
two realms -- good versus experienced as
bad, right versus wrong. external, residing in
We versus They. All that is authority, test scores,
Dualism
not success is failure. Right the right job.
Answers are to be
memorized by hard work.
Knowledge is quantitative.
Diversity of opinion and Opinions remain
values is recognized as atomistic without
legitimate in areas where pattern or system. No
right answers are not yet judgments can be
Multiplicity known. made among them so
"everyone has a right
to his own opinion;
none can be called
wrong."
Diversity of opinion, values, Some opinions may
and judgment derived from be found worthless,
coherent sources, while there will
evidence, logic, systems, remain matters about
Relativism
and patterns allowing for which reasonable
analysis and comparison. people will
Knowledge is qualitative, reasonably disagree.
dependent on context.
An affirmation, choice, or Agency is
decision (career, values, experienced as within
politics, personal the individual with a
Commitment relationships) made in the fully internalized and
awareness of relativism coherent value
(distinct from commitments structure.
never questioned).
Adapted from Perry, W. Cognitive and Ethical Growth in Chickering, A. W., & Associates (Eds.). (1981). The
modern American college: Responding to the new realities of diverse students and a changing society. San
Francisco: Jossey-Bass.
Handout 5
Seven Principles of Good Practice in Undergraduate Education
In 1987, Art Chickering and Zelda Gamson distilled decades of research on the
undergraduate experience into Seven Principles for Good Practice in Undergraduate
Education. Viewing education as active, cooperative, and demanding, these principles
assert that good practice:
Frequent student-faculty contact in and out of classes is the most
1. Encourages important factor in student motivation and involvement. Faculty
Contact Between concern helps students get through rough times and keep on working.
Students and Knowing a few faculty members well enhances students' intellectual
Faculty commitment and encourages them to think about their own values and
future plans.
Learning is enhanced when it is more like a team effort that a solo
2. Develops
race. Good learning, like good work, is collaborative and social, not
Reciprocity and
competitive and isolated. Working with others often increases
Cooperation involvement in learning. Sharing one's own ideas and responding to
Among Students others' reactions sharpens thinking and deepens understanding.
Learning is not a spectator sport. Students do not learn much just by
sitting in classes listening to teachers, memorizing pre-packaged
3. Encourages
assignments, and spitting out answers. They must talk about what they
Active Learning
are learning, write about it, relate it to past experiences and apply it to
their daily lives. They must make what they learn part of themselves.
Knowing what you know and don't know focuses learning. Students
need appropriate feedback on performance to benefit from courses.
When getting started, students need help in assessing existing
4. Gives Prompt knowledge and competence. In classes, students need frequent
Feedback opportunities to perform and receive suggestions for improvement. At
various points during college, and at the end, students need chances
to reflect on what they have learned, what they still need to know, and
how to assess themselves.
Time plus energy equals learning. There is no substitute for time on
task. Learning to use one's time well is critical for students and
professionals alike. Students need help in learning effective time
5. Emphasizes management. Allocating realistic amounts of time means effective
Time on Task learning for students and effective teaching for faculty. How an
institution defines time expectations for students, faculty,
administrators, and other professional staff can establish the basis of
high performance for all.
Expect more and you will get more. High expectations are important for
everyone -- for the poorly prepared, for those unwilling to exert
6. Communicates themselves, and for the bright and well motivated. Expecting students
High Expectations to perform well becomes a self-fulfilling prophecy when teachers and
institutions hold high expectations for themselves and make extra
efforts.
There are many roads to learning. People bring different talents and
styles of learning to college. Brilliant students in the seminar room may
7. Respects
be all thumbs in the lab or art studio. Students rich in hands-on
Diverse Talents
experience may not do so well with theory. Students need the
and Ways of
opportunity to show their talents and learn in ways that work for them.
Learning Then they can be pushed to learn in new ways that do not come so
easily.
Adapted from Chickering, A. W. and Gamson, Z. F. (1987). "Seven Principles for Good Practice in
Undergraduate Education." AAHE Bulletin. 39 (7), 3-7.
Handout 6
Cup Analysis adapted from Srinivasan, Lyra, Tools for Community Participation, 1994, p. 156. Cup & Arrow Symbolic Design
Analysis in Nurturing Participation (2002) p 49-50.
The Arrow Analysis of Movement
Active Movement –
Participants are primarily active
and moving throughout the
technique/session.
Some Movement –
Participants move to new locations
or between groups but are then
mostly stationary throughout the
technique/session.
No Movement –
Participants remain where they
are and there is little or no
movement during the
technique/session.
See also page 10 for an example of how Symbolic Analysis can be used to graphically summarize and
analyze session (and course) design.
Cup Analysis adapted from Srinivasan, Lyra, Tools for Community Participation, 1994, p. 156. Cup & Arrow Symbolic Design
Analysis in Nurturing Participation (2002) p 49-50.
Handout 7
Sensory Learning and Remembering
10%
20%
30%
50%
70%
90%
Mullinix (2002). Nurturing Participation p. 66
The Three Squares Analysis of Participation
Facilitator Box Equal Participation Participant Box
PaParticipation greatest participation equal participation, greatest participation

by facilitator responsibility, guidance by participants
and input from facilitator
and participants shared
Primary red (or white) 1/2 red (or white), 1/2 green (or gray)
color green (or gray)
Orientation top left equal bottom right
(emphasis)
Mullinix (2002). Nurturing Participation p. 16 & 17 – Adapted from Tim Simkins (originally in Mullinix et al (1989)
Nonformal Education Manual.
4A
4B
Handout 8
A COMPARISON OF
FORMAL EDUCATION AND NONFORMAL EDUCATION
PURPOSES
1. Long-term and general 1. Short-term and specific

2. Credential-based (diploma oriented) 2. Not credential-based
TIMING
1. Long cycle 1. Short cycle

2. Preparatory (provides the basis for 2. Recurrent (depends on the
future participation in society and immediate learning needs arising
the economy) from the individual's roles and stage
of life)
3. Full-time 3. Part-time
CONTENT
1. Subject-centered & standardized 1. Problem-centered & Individualized

(a well defined package of cognitive (task or skill centered, discrete units
knowledge (knowing) with limited which may be related to what
emphasis on psychomotor (doing) or individual participants or small
affective (feeling) considerations and groups may want to learn)
designed to cover needs across
large groups of learners)
2. Academic 2. Practical
3. Clientele determined by entry 3. Entry requirements determined by
requirements (tests) the clientele
DELIVERY SYSTEM
1. Institution-based (highly visible and 1. Environment-based (minimal local

expensive) facilities with low cost)
2. Isolated (from socio-economic 2. Community-related
environment)
3. Rigidly structured 3. Flexibly structured
4. Teacher-centered 4. Learner-centered
5. Resource-intensive 5. Resource saving
CONTROL
1. Externally controlled (curricula and 1. Self-governing (autonomy at

standards are externally determined) program and local levels, with an
emphasis on local initiative, self-
2. Hierarchical (internal control is help and innovation)
based on role--defined relations 2. Democratic (substantial control
among teachers and between vested in participants and local
teachers and learners) community)
Four Types of Education
Incidental Education that takes place without

Education any conscious intent on either the
part of the learner or the source of
information.
Informal Learning is the result of a conscious

Education effort on either the part of the learner
or the information source.
Nonformal Learning occurs when there is an

Education intent on the part of both the learner
and the information source;
nonformal education is planned.
Formal Learning occurs when there is intent

Education on the part of both the learner and
the information source; formal
education is planned and institution-
based.
Bonus Handout
How Do I Learn Best?

This questionnaire aims to find out something about your preferences for the way you work with information. You will
have a preferred learning style and one part of that learning style is your preference for the intake and the output of
ideas and information.
Choose the answer which best explains your preference and circle the letter next to it. Please circle more than one if a
single answer does not match your perception. Leave blank any question that does not apply.
1. You are about to give directions to a person who is standing with you. She is staying at a hotel in town and
wants to visit your house later. She has a rental car. You would:
a) draw, or provide a map.

b) tell her the directions.
c) write down the directions (without a map).
d) collect her from the hotel in a car.
2. You are not sure whether a word should be spelled `dependent' or `dependant'. You would:
c) look it up in the dictionary.

a) see the word in your mind and choose by the way it looks.
b) sound it out in your mind.
d) write both versions down on paper and choose one.
3. You have just received a copy of your itinerary for overseas travel. This is of interest to a friend. You would:
b) phone her immediately and tell her about it.

c) send her a copy of the printed itinerary.
a) show her on a map of the world.
d) share what you plan to do at each place you visit.
4. You are going to cook something as a special treat for your family. You would:
d) cook something familiar without the need for instructions.

a) thumb through the cookbook looking for ideas from the pictures.
c) refer to a cookbook where you know there is a good recipe.
5. A group of tourists has been assigned to you to find out about wildlife reserves or parks. You would:
d) drive them to a wildlife reserve or park.

a) show them slides and photographs.
c) give them pamphlets or a book on wildlife reserves or parks.
b) give them a talk on wildlife reserves or parks.
6. You are about to purchase a new CD player. Other than price, what would most influence your decision?
b) The salesperson telling you what you want to know.

c) Reading the details about it.
d) Playing with the controls and listening to it.
a) It looks really smart and fashionable.
a) b) c) d)
Count your choices on this page
Turn to the next page.
7. Recall a time in your life when you learned how to do something like playing a new board game. Try to
avoid choosing a very physical skill, eg. riding a bike. You learnt best by:
a) visual clues -- pictures, diagrams and charts.

c) written instructions.
b) listening to somebody explaining it.
d) doing it or trying it.
8. You have an eye problem. You would prefer that the doctor:
b) told you what was wrong.

a) showed you a diagram of what was wrong.
d) used a model of an eye to show you what was wrong.
9. You are about to learn to use a new program on a computer. You would:
d) sit down at the keyboard and begin to experiment with the program.
c) read the manual that comes with the program.
b) telephone a friend and ask questions about the program.
10. You are staying in a hotel and have a car. You would like to visit friends whose address/location you do not
know. You would like them to:
a) draw you a map on paper or provide a map from the internet.

b) tell you the directions.
c) write down the directions (without a map).
d) collect you from the hotel in a car.
11. Apart from price, what would most influence your decision to buy a particular book?
d) You have used a copy before.

b) A friend talking about it.
c) Quickly reading parts of it.
a) The way it looks is appealing.
12. A new movie has arrived in town. What would most influence your decision to go (or not go)?
b) You heard a review about it on radio.

c) You read a review about it.
a) You saw a preview of it.
13. Do you prefer a teacher who likes to use:
c) a textbook, handouts and readings.

a) flow diagrams, charts and graphs.
d) field trips, models, labs and practical sessions.
b) class or email discussion, online chat groups and guest speakers.
a) b) c) d)
Count your choices on this page
Total for both pages
V A R K
 Copyright Version 4.1 (2002) held by Neil D. Fleming, Christchurch, New Zealand and Charles C. Bonwell, Green
Mountain Falls, COLORADO 80819 U.S.A. This material may be used for faculty or student development if attribution is
given. It may not be published in either paper or electronic form without consent of the authors. The VARK website is at
www.vark-learn.com.
Recommended References:
Angelo, T. and Cross, P. (1993). Classroom Assessment Techniques: A Handbook for

College Teachers. San Francisco: Jossey-Bass.
Belenky, M., Clichy, B., Goldberger, N., & Tarule, J. (1986). Women’s ways of knowing:
The development of self, voice and mind. New York: Basic Books.
Bransford, J. D., A.L. Brown and R.R. Cocking (eds). (1999). How People Learn: Brain,
Mind, Experience and School. Washington, DC: National Academy Press. Available
online at: http://www.nap.edu/html/howpeople1/notice.html.
Chickering, A. W. and Gamson, Z. F. (1987). "Seven Principles for Good Practice in
Undergraduate Education." AAHE Bulletin, 1987, 39 (7), 3-7.
Christopherson, R.W. (2008). Geosystems:An Introduction to Physical Geography.
Prentice Hall.
Fleming, N. VARK (Learning Styles Inventory). Online at: www.vark-learn.com.
Lovelock, J.E.; Margulis, L. (1974). "Atmospheric homeostasis by and for the biosphere-
The Gaia hypothesis". Tellus 26 (1): 2–10.
Mullinix, B. B. (2002). Nurturing Participation: A Facilitator's Introduction to
NonFormal Education and Participatory Training. Amherst, MA: Center for
International Education, University of Massachusetts.
Perry, W. Cognitive and Ethical Growth in Chickering, A. W., & Associates (Eds.).
(1981). The modern American college: Responding to the new realities of diverse
students and a changing society. San Francisco: Jossey-Bass.
Shriver, M & and the Center for American Progress (2009) A Woman’s Nation.
Available: http://www.awomansnation.com/awn.php
Tansley, A.G. (1935) The use and abuse of vegetational terms and concepts. Ecology 16,
284-307.
Thomas, L (1974). The Lives of a Cell. Bantam Books.
Teaching Goals Inventory. Online version available at:
http://centeach.uiowa.edu/tools.shtml
U.S. Department of Education National Center for Education Statistics (NCES) (2002).
Nontraditional Undergraduates: Findings from "The Condition of Education”
Available: http://nces.ed.gov/pubs2002/2002012.pdf
Western Interstate Commission on Higher Education (2008). Knocking at the college
door. Available: www.wiche.edu/policy/knocking/1992-
2022/knocking_complete_book.pdf.

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Teaching and Nurturing

Exploring the Learning Ecosystem

Dr. Bonnie B. Mullinix

Co-President, Jacaranda Educational Development

Session Goal and Focus:

10-15 min Table Talk & Introductions (during lunch)

Small Group Task Sheet

In your self-selected group:

1. Take the cards out of the envelopes (and distribute them

DISTINCTIONS BETWEEN CHILD AND ADULT LEARNING APPROACHES

Need for Self

Respect and like for self

Protection from physical or

Food, water, shelter,

Adult Learner Motivation

THE EXPERIENTIAL LEARNING CYCLE

Stages of Cognitive and Ethical Development

Stage Name Stage Description Experience

The Arrow Analysis of Movement

The Three Squares Analysis of Participation

Facilitator Box Equal Participation Participant Box

PaParticipation greatest participation equal participation, greatest participation

1. Long-term and general 1. Short-term and specific

1. Long cycle 1. Short cycle

1. Subject-centered & standardized 1. Problem-centered & Individualized

1. Institution-based (highly visible and 1. Environment-based (minimal local

1. Externally controlled (curricula and 1. Self-governing (autonomy at

Four Types of Education

Incidental Education that takes place without

Informal Learning is the result of a conscious

Nonformal Learning occurs when there is an

Formal Learning occurs when there is intent

How Do I Learn Best?

a) draw, or provide a map.

c) look it up in the dictionary.

b) phone her immediately and tell her about it.

d) cook something familiar without the need for instructions.

d) drive them to a wildlife reserve or park.

b) The salesperson telling you what you want to know.

Turn to the next page.

a) visual clues -- pictures, diagrams and charts.

b) told you what was wrong.

a) draw you a map on paper or provide a map from the internet.

d) You have used a copy before.

b) You heard a review about it on radio.

13. Do you prefer a teacher who likes to use:

c) a textbook, handouts and readings.

Total for both pages

Angelo, T. and Cross, P. (1993). Classroom Assessment Techniques: A Handbook for

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