The course is designed to help you to become a successful facilitator of adult learning groups. You’ll examine the ways learners in the same group can be different, having a variety of particular characteristics and needs that the successful facilitator must take into account. You’ll learn about the power of collaborative learning, problem-based instruction, and formative assessment. And, of great importance, you’ll learn about the role of the facilitator and what makes a facilitator successful.
Course Objectives
You will be able to identify factors that contribute to learner diversity.
The course is designed to help you to become a successful facilitator of adult learning groups. You’ll examine the ways learners in the same group can be different, having a variety of particular characteristics and needs that the successful facilitator must take into account. You’ll learn about the power of collaborative learning, problem-based instruction, and formative assessment. And, of great importance, you’ll learn about the role of the facilitator and what makes a facilitator successful.
Course Objectives
You will be able to identify factors that contribute to learner diversity.
You will understand the special characteristics and needs of adult learners.
You will learn what constitutes effective collaborative learning.
You will understand the features of effective group structure and dynamics.
You will learn what makes collaborative tasks effective.
You will learn the features of effective assessment with adult learners.
Do you have responsibility for instruction at your workplace or in a community continuing education group? Are you a program developer who wants to move into face-to-face instruction? Understanding adult learning theory and the principles of adult education, as well as the unique characteristics and needs of adult learners, will prepare you to meet your course goals and the broader social goals that are part of any adult learning program. This course can prepare you to achieve your goals and the goals of your adult learners.
No teacher training is necessary for you to benefit from this course, but you need a strong desire to learn and a willingness to practice what you learn.
Check your understanding of concepts from Lectures 10 and 11.
This lecture presents the six main objectives of the course.
This lecture presents the two main objectives of Section 1.
This lecture looks at what comprises a multilevel classroom.
This lecture looks at a variety of ways that learners can differ.
Check your understanding of concepts from Lectures 3 and 4.
This lecture presents the three main objectives of Section 2.
This lecture looks at six principles that are key to successful adult education.
This lecture examines a wide range of characteristics of adult learners that will influence educational experience.
This lecture examines a wide range of needs of adult learners that will influence educational experience.
Check your understanding of concepts from Lectures 6, 7, and 8.
This lecture presents the three main objectives of Section 3.
This lecture introduces the concept of “collaborative learning.”
This lecture further examines the nature of collaborative learning.
This lecture relates collaborative learning to the principles of adult education and to the characteristics and needs of adult learners.
This lecture presents the six main objectives of Section 4
This lecture presents the competencies, characteristics, and facilitative behaviours of the successful adult education instructor.
This lecture looks at the special role of the adult learner in a collaborative learning environment.
This lecture makes a case for collaborative goal setting in the adult learning environment.
This lecture suggests some methods of effective team building in the collaborative learning situation.
This lecture presents characteristics of empathic listening and a model for implementing the technique.
This lecture explains and promotes the idea that effective feedback in the adult learning situation can be approached as a conversation.
Check your understanding of concepts from Lectures 14 to 19.
This lecture presents the two main objectives of Section 5.
This lecture explains and promotes the use of problem-based learning in the adult learning situation.
This lecture presents several types of collaborative learning tasks, along with specific examples.
Check your understanding of concepts from Lectures 21 and 22.
This lecture presents the three main objectives of Section 6.
This lecture provides an introduction to the important differences between summative and formative assessment.
This lecture makes the case that formative assessment can be a constructive process for use with adult learners.
This lecture makes the point that a very important link exists between the formative assessment process used in the learning situation and the life of the adult at home and in the community.
Check your understanding of concepts from Lectures 24, 25, and 26.
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