Indicators
of Engaged Adult Learning |
Variable
|
Indicator
of
Engaged Learning |
Indicator definition
|
Vision
of Learning |
Responsible
for Learning |
Learner
involved in setting goals, choosing tasks, developing assessments and
standards for the tasks; has the big picture of learning and next steps in
mind |
Strategic
(and Transformative) |
Learner
actively develops repertoire of thinking/learning strategies (and critical
awareness to empower pursuit of individual and collective goals) |
Energized by
learning |
Learner
is not dependent on rewards from others; has a passion for learning |
Collaborative |
Learner
develops new ideas and understanding in conversations and work with
others |
Tasks |
Authentic
(and Builds) |
Pertains to real world, is addressed to personal
interest (and on experience) rooted
in the lived experience of the learner |
Challenging
(and Rewarding) |
Difficult enough to be interesting but not totally
frustrating, usually sustained (and
conveys clear and tangible benefits to the learner) |
Integrative |
Involves integrating information of many types and from
a variety of sources to solve problems and address issues related to daily
life and work |
Assessment |
Performance-based |
Involving
a performance or demonstration, usually for a real audience and
useful purpose
|
Generative |
Assessments
having meaning for learner; maybe produce information, product, service
|
Seamless and
ongoing |
Assessment
is part of instruction and vice versa; learners learn during assessment
|
Equitable |
Assessment
is culture fair |
Instructional
Model |
Interactive
(and Accommodates) |
Instructor
or technology program responsive to learner learning differences
needs, requests (e.g., menu driven) (and adapts instruction to suit
a variety of learning styles and
preferences)
|
Generative |
Instruction
oriented to constructing meaning; providing meaningful
activities/experiences |
Learning
Context |
Collaborative |
Instruction
conceptualizes students as part of learning community; activities
are collaborative
|
Knowledge-building |
Learning
experiences set up to bring multiple perspectives to solve problems such
that each perspective contributes to shared understanding for all; goes
beyond brainstorming
|
Empathetic |
Learning
environment and experiences set up for valuing diversity, multiple
perspectives, strengths
|
Grouping |
Heterogenous |
Small
groups with persons from different ability levels and backgrounds
|
Equitable |
Small
groups organized so that over time all learners have challenging learning
tasks/experiences
|
Flexible |
Different
groups organized for different instructional purposes so each person is a
member of different groups; works with different people |
Instructor
Roles |
Facilitator |
Engages
in negotiation, stimulates and monitors discussion and project work but
does not control
|
Guide |
Helps
students to construct their own meaning by modeling, mediating, explaining
when needed, redirecting focus, providing options |
Co-learner/co-investigator |
Instructor
considers self as learner; willing to take risks to explore areas
outside his or her expertise; collaborates with other instructors
and practicing professionals
|
Learner
Roles |
Explorer |
Learners
have opportunities to explore new ideas/tools; push the envelope in ideas
and research
|
Cognitive
Apprentice |
Learning
is situated in relationship with mentor who coaches learners to
develop ideas and skills that simulate the role of practicing
professionals (i.e., engage in real research) |
Teacher |
Learners
encouraged to teach others in formal and informal contexts
|
Producer |
Learners
develop products of real use to themselves and others
|
Reprinted
with permission from Practice Guide - Assessing Lifelong Learning
Technology (ALL-Tech): A Guide for Choosing and Using Technology for Adult
Learning by Regie Stites. Published by NCAL, Report PG98-03. (1998)
Philadelphia, page 8. http://literacyonline.org/products/ncal/pdf/PG9801.pdf |