103-05 POSSIBLE MODELS FOR IDENTIFYING LEARNING GAINS OF INEXPERIENCED ADULT LEARNERS

Community Learning Development Resource 103 – 05

POSSIBLE MODELS FOR IDENTIFYING LEARNING GAINS OF INEXPERIENCED ADULT LEARNERS

 

Summary

 

Four models of how non-confident and inexperienced adult learners develop and progress, within community-based learning, collated from a training workshop.  The models record changes and progress of learners, and identify the evidence and indicators and are used to explore issues in their progress and capacity building.  A generic model is suggested.

 

 

LEARNER DEVELOPMENT AND PROGRESS – MODEL ONE

 

 

THE LEARNER: Inward looking – isolated – unaware of opportunities – lack of informed choice – uncertain
Needs  Support                       Aware that the learning                       Has some initial

is relevant                                      enthusiasm

…………………………………………………………………………………

 

Becoming Motivated               Growing awareness               Increasing commitment

some self-motivation               of self as a learner                      to current  learning                      ……………………………………………………………………………………

 

Becoming aware of             Prepared to take risks            Receptive to own new ideas                                                                                    own empowerment

THE LEARNER: Outward looking – included – aware of opportunities – able to make informed choices – confident

 

 

 

 

 

 

 

 

 

 

LEARNER DEVELOPMENT AND PROGRESS – MODEL TWO

 

Supported ………..         Becoming the ……………..         Independent

Learner                                                                                      Learner
 

Enthusiasm                                                       Personal Commitment

 

Interest                                                                         Self-Motivation

 

Defensive                                                           Receptive to new ideas

 

Supported                                                                          Taking Risks

 

Assessed                                                                    Self-Assessment

 

Knowledge                                                                    Understanding

 

Short-term  ……………….…………………………………..    Long-term

 

 

 

 

LEARNER DEVELOPMENT AND PROGRESS – MODEL THREE

 

Time / processes

Change

Feelings
 

  • Trust and relationship  building

 

  • Comfort zone growing

 

  • Unblocking and confidence building

 

  • Change and progress evident

 

  • Progression? – Choice  – Change

 

 

  

  • Engagement is increasingly individual as each learner gains confidence and emerges in their own right and gains recognition
  

  • Benefits increasingly felt by individual

and can be recognised, valued and recorded by them

 

LEARNER DEVELOPMENT AND PROGRESS – MODEL FOUR

 

Early evidence and indicators of success:

 

  • Presence – being here

 

  • Readiness to engage

 

  • Support needs identified and acknowledged, and support accepted

 

  • Involvement and enjoyment

 

  • Relating – conversation and sharing

 
 

Conversation as the key method throughout

 
 

Progress:

 

  • Relationships and trust developing

 

  • Awareness and care for others

 

  • Awareness of self as a success and as a learner

 

  • Self belief

 

  • The relevance and usefulness of learning is recognised

Ready – Steady –Go!!!!

 

 

 

 

TOWARDS A GENERIC MODEL – DOES IT WORK? CAN WE FILL IN THE BLANKS?

 

Conversation/Dialogue is the key method throughout [the Informal Educator Role]

 

FROM: Inward looking – isolated – unaware of opportunities – lack of

informed choice – uncertain – isolated – powerless

 

Progress Individual Capacity Building Collective & Community Capacity Building
Responding to external influences

Using support

 

    
Trust growing – relationship building

Igniting enthusiasm

 

    
Gaining awareness and confidence in own ability to learn

Development of commitment

 

    
Development of self-knowledge, self-concept, self-esteem

 

 

    
Gaining knowledge and understanding of opportunities

 

 

    
 

Self-motivation

Empowerment

 

 

    

 

To:      Outward looking – included – aware of opportunities – able to make informed choices – confident – participant and contributor in community development, neighbourhood action, etc.

 

 

 

 

 

 

PROMPTS FOR REFLECTION AND DISCUSSION

 

What evidences progress in community-based learning (Widening Participation and Capacity-Building)

 

  • That people come together – inclusively?

 

  • Learning is seen as relevant because it is useful and has application and benefits in the life of the individual, work, family, community, etc?

 

  • Participation by learners in regeneration – community development and neighbourhood renewal, provides evidence of learning?

 

  • Informal approaches to learning and to recording and assessment processes can be shown to be working?

 

  • Being patient about evaluating and being prepared to explore learning outcomes and evidenced by success at a later date – in the application, use and benefits gained by learners?

 

  • Evidence of learning tracked back from with health improvements – life changes and improved living situations – issues tackled and actions taken in the community?