Learning Skill Essay Example for Free

Learning Skill Essay?The attributes of the learners and how they jakes help the learners to be productive in an online encyclopedism environment Education of children is compulsory, formal and standardized. Adult breeding is voluntary and intentional. The purpose of large(p) upbringing is the independent self-reliant learner. Adults tend to differ a nurture process which is incongruent with their self-concept as autonomous individuals and does not correspond to their ineluctably and interests. Adults focus on direct application.Given their daily trade in job, profession, family and community, they learn to cope with the pressures and problems of life they atomic number 18 facing. For that reason, the adult educators concern is primarily focused on the needs and interests of the learners. Andragogy (adult education) c on the wholes for program builders and teachers who are mortal-centered, who dont teach put in matter but rather help persons learn (Knowles). Hence, the interests of adults are their very needs. Or the solutions learners have in top dog do not solve their problems.The adult educator often has to register into a needs dialog (Bhola) with learners when teaching new needs virtually poached water or a balanced diet, about clean surroundings, preventive health practices or small families. In the dialectical process of needs negotiation the needs as felt by the learners and the needs as seen by the adult educators must be showed together to reach a consensus on the real needs. These real needs must agree to the experience of adult learners. If an adult gets the impression that his experience is not being valued he feels turned surmount as a person.New learnings take on meaning as adults are able to relate them to their life experience. Experienced adult educators, so, build into the public figure of their learning experiences provision for the learners to plan and rehearse how they are going to apply their learnings in their day -to-day lives or duties and combine training with transfer and application. A store then really can become a workplace where educational materials are produced or evaluation studies are designed. According to Knoxs proficiency hypothesis the learning needs for an adult move upward from life situations and inter ain communication.Social expectation motivates and empowers an adult to search for to a greater extent knowledge, better expertness and more suitable performance. Adult learning is based on experience, on the learners own experience and on the experience of others. Learning settings of adults usually have a democratic and collaborative basic part. Adults prefer to meet as equals in small meetings to explore outcome and concerns and then to take common action as a result of dialogue and inter-learning by discourse. The group becomes the learning co-operative. The group provides the opportunity for inter-learning.Within the group the teacher as well as the other group membe rs plays the task of facilitators. All group members become co-agents (Bhola) in learning. The absence of formal accreditation or certification facilitates collaboration not only on a unique(predicate) product or outcome but even in structuring and restructuring the learning process according to the needs and interests of the group. The learning process becomes as important as the learning outcome, and a balance between both is often not easy to maintain. How much freedom can actually be given to the adult learner in choice of content and way?Adult learning is life-centered. It is learning by doing, by application and experience, and if need be by mental exam and error. Adults do not simply to get knowledge created by outsiders, but should examine their own reality themselves and make a positive declaration about it. Praxis is the focus of effective adult learning and praxis means analysis and examination of reality in order to transform it. Adult learning is without interval pro cess of investigation and exploration followed by proccess of doing something grounded in this exploration, followed by reflection on this action, leading to further investigation and so on.The principle is testing not banking (P. Freire) of knowledge. Exploration of new opinion, skills and knowledge take place in the context of the learners experience. In settings where skills are being learned, learners become acquainted with skills, apply these in real life settings, redefine hoe these skills may be altered by context, re-apply these in other settings and so on. Adults explained the meaning of ideas, skills and knowledge through the mediocre of their life-experience and test them in real life settings.To make the learner self-directed is the intention of adult education. But the self-directed learner is neither the one who can retrieve information or locate resources nor the one who appears in group dynamics. The inner-directed, self-operating learner (R. Kidd) is the one who re flects critically on his own assumptions and is keen to find substitute and better solutions. The learning process contributes largely to the success of learning. But learning is more than just the learning process. A participative learning process which fails to assist the learners inacquiring knowledge and competence is a failure.A participative learning process may take more period because it means active involvement of everybody, discussing all the pros and cons, despite that it must lead to concrete results combining commitment with competence. Education is, as Brookfield points out a transactional encounters. That means that the sole right for determining curricula or for selecting appropriate methods does not rest either with the educator or with the learner.If the first acquires, then we have an authoritarian style and a one-way transmission of knowledge and skills. If curricula, methods and evaluative criteria become predetermined solely by what learners say they want, then the cafeteria approach governs the educational process. Accepting the felt needs logical basis without any further inquiry and needs negotiation means that the facilitator has to give up responsibility for the learning process and the accomplishment of learning aims and objectives.Successful learning especially in workshop settings means to keep the balance between the learning process and the learning outcome so that the results unloose the efforts and if they are not excellent they should be at least and always good enough. Successful distance learners are self-motivated, self-reliant and self disciplined. Distance learning savants are the architects of their own learning surrounding, have the ability to manage their study conviction and schedule. Students can often customize their learning projects to fit their personal interests and in that respect is great chance for personal startth and individual academic success.This requires both internal personal motivation and discipline, and also requires the establishment of a supportive personal learning environment and may require elimination of certain activities to make room for online learning in daily life. Distance learners should be self sufficient, self-directed individuals. The online environment enables students to learn at their own pace, relieving some of the pressure of traditional seated learning and making learning more enjoyable but requires that the student is able to identify learning goals and objectives and focus their attention accordingly.Distance learners become independent problem solvers, doing their own research and expanding their lifelong learning skills. This process helps them to grow critical thinking skills and the ability to interpret and synthesize reading materials, articles and research papers with differing points of view and in the process develop their own positions and beliefs about the subject matter. Some computer and Information literacy is necessary for a di stance learner. Distance learners should possess a working knowledge of email, the Internet, and basic keyboard skills.Instructional material within the learning management system will provide all the other skills needed to access and begin the online or distance lesson. Distance learners may be required to develop skills for researching and locating information from several sources and differentiate and assess them for inclusion in distance learning assignments and research projects. Distance learners should be supple and disciplined managers of their own time. Students must be able to organize and plan their own best study schedule.While individual learners may prefer a different time of day or times in the week to give up to their distance learning study and projects, it is important to devote time each week to course work and it is vital that the distance learner understand that the same amount of time is involved in distance education courses, and traditional seated courses. The distance learner should assess his or her best time of day for study, either it is early morning or evening, every person has a best time of day for learning and thinking.A intentional effort must be made to carve out time in the students daily schedule for an optimal study time. Study time should not be the time that is left at the end of the day, unless that is the time when the student is most lively and attentive. All learners and especially distance learners need effective communication skills. The particular nature of distance education requires that communication be done in a written format, whether it is email, written assignments or discussion forums, the written word is vital in distance education.The ability to write clear and communicate ideas becomes more important since it is the primary means of communication in distance learning. The successful distance learner has a strong sense of responsibility and personal commitment to academic success. Online learning, lik e many things in life, reaps rewards equal to the energy put into the changes. The independent nature of distance education to insist upon the straw man of motivation, and discipline but commitment and follow-through are also vital.