and "switch off" the brain, thus reducing learning. As facilitators and facilitators of adult learning, it is fundamental to incorporate the following five elements, known as SPECH into the learning environment. The Social Environment Humans are social creatures and have a need to belong within a social setting. • Welcome signs. Adult learners must be able to see the personal benefit of what they are learning, and how it satisfies a need they have. They are motivated to learn if the learning - Solves or avoids a problem for them; - Provides an opportunity or increased status; - Leads to professional or personal growth. 2) Experience.
Course description. required course in the CACE program. Offered online and face-to-face at UVic. In this course, we’ll explore the complexity of the teaching/learning process in the education of adults and identify and define the assumptions, values and beliefs that underlie your decisions as a facilitator. Learning is about more than the process of acquiring knowledge. Successful learning is often socially constructed and can require unlearning old ways. It may require changes to one’s identity and core beliefs, which can take time and is challenging, yet powerful. 2. Knowledge is integrated in the life of communities and the connections we maintain.
o Six Principles of Adult Learning: These basic principles remind us of characteristics of adult learners. Implications for practice are suggested. o Engage, Debrief, Summarize/Apply model: This simple three-step process can serve as a model to design as well as deliver learning session to adults. Adult learning is vital to innovation, problem-solving and the often overlooked, yet ever important, art of maintaining what is already working. Think of it as building human capital. When you study designing instruction for adults you acquire the master keys for creating and facilitating meaningful experiences for learning and action.