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Adult learning styles, learning theories and approaches to teaching and…

- - - - 1)Activist - learning by doing and trying new experiences
      - 2) Reflectors - put things into perspective - ability to process information
      - 3)Theorist - likes frameworks and observations - organised
      - 4) Pragmatist - likes new ideas which can be put into practice
    - - Visual
      - Auditory
      - Reading
      - Kinaesthetic
      - VARK criticised for not being detailed enough to class as a learning style
    - - Dimensions
        
        Concrete
        
        1) Diverger - asks Why?
        
        2) Accommodator - asks what if?
        
        Abstract
        
        3)Assimilator - asks What?
        
        4)Converger - asks how?
    - - Surface learners - passive learners, learn by rote, pick up only necessary details lack reflective practice
      - Deep learners - make sense of content and are critical thinkers.
      - (Dogham et al., 2024)
        
        Nurses adopting deep learning strategies they are less stressed and more confident in their abilities
        
        Surface learning in nursing leads to more stress and fear of failure
  - - - Actively thinking about our experiences, we learn from them
      - Experience, reflection & action
      - Reflection helps us develop understanding from our experiences
      - Action is the vital component
    - - Technical Rationality
      - Reflection in action
      - Reflection on action
    - - Reflection should be a conscious and voluntary
      - Helps to explore the links between experience and observations in practice
      - Reflective practice helps develop your professional voice
      - Reflective skills improve with practice
  - - - Learn to listen to others
      - Learn to respond quickly
      - Gain confidence in public speaking
      - Put forward argument or debate
      - Participative learning could be used in Interprofessional education
- - - - Positive reinforcement - rewards
      - Negative reinforcement - punishment
      - Reinforcement - can be positive or negative
      - Shaping - start with small tasks to build up to greater tasks
  - - - Multiplicity - There is no standard to act as a reference point or to differentiate in the subject.
      - Asignifying Rupture - A Rhizome may be broken but it will branch of and make its own new path
      - Heterogeneity - there is no lead speaker/listener - everyone's input welcomed
      - Cartography - a map with multiple exit and entry points and its own line of flight
      - Connection - a Rhizome continuously tries to make connections
      - Decalcomania - A tracing which has turned the map into an image
- - - - Confronting
      - Feeling
      - Meaning
      - Structuring
      - Planning
      - Valuing
    - - Cooperative mode - the facilitator invites more collaboration from the group
      - Autonomous mode - the facilitator steps back and group becomes self-sufficient
      - Hierarchical mode for new groups where the facilitator leads
  - - - The role of facilitator as unique to that of a teacher
      - Traditional teaching brings a sence of failure
      - Facilitator gives student the freedom to learn with mutal respect
      - No one can do the learning for you
    - - Vicarious Experiences
      - Social Persuasion
      - Mastery Experiences
      - Emotional & Psychological States
    - - Reaching self actualisation
      - Metacognition - individual gaining insight into their own learning process (Pritchard, 2018)