Learning Skill Essay Example for Free

schooling Skill Essay?The attri stilles of the witnessers and how they can help the students to be sure-fire in an online culture environment preparation of children is compulsory, formal and standardized. bountiful learning is voluntary and intentional. The purpose of gr holdup education is the indep stopent self-directed learner. Adults tend to resist a learning work at which is incongruent with their self-concept as autonomous individuals and does not correspond to their unavoidably and interests. Adults focus on direct application.Given their daily duty in job, profession, family and community, they learn to cope with the pressures and problems of aliveness they are facing. For that reason, the pornographic educators concern is primarily focused on the needs and interests of the learners. Andragogy (adult education) calls for course of study numberers and teachers who are person-centered, who dont teach subject matter but rather help persons learn (Knowles). Hence, the interests of adults are their real needs. Or the solutions learners guide in mind do not solve their problems.The adult educator often has to register into a needs negotiation (Bhola) with learners when teaching new needs some boiled water or a balanced diet, about clean surroundings, preventive health practices or small families. In the dialectical process of needs negotiation the needs as matte by the learners and the needs as seen by the adult educators moldiness be showed together to reach a consensus on the real needs. These real needs must agree to the produce of adult learners. If an adult gets the impression that his experience is not being valued he feels turned down as a person.New learnings school on meaning as adults are able to relate them to their animateness experience. Experienced adult educators, so, build into the design of their learning experiences provision for the learners to plan and rehearse how they are going to hope their learnings in thei r day-after-day lives or duties and combine training with transfer and application. A workshop then really can conk out a workplace where educational strongs are produced or evaluation studies are designed. According to Knoxs proficiency theory the learning needs for an adult move upward from life situations and inter in the flesh(predicate) communication.Social first moment motivates and empowers an adult to search for more fellowship, better expertness and more suitable performance. Adult learning is found on experience, on the learners own experience and on the experience of some others. Learning settings of adults usually have a participatory and collaborative basic part. Adults prefer to meet as equals in small assorts to explore conclusion and concerns and then to operate 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 teach er as well as the other group members plays the task of facilitators. All group members become co-agents (Bhola) in learning. The absence of formal accreditation or proof facilitates collaboration not only on a specific 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 chief(prenominal) as the learning outcome, and a balance between both is often not easy to maintain. How lots freedom can actually be put acrossn to the adult learner in choice of matter and way?Adult learning is life-centered. It is learning by doing, by application and experience, and if need be by trial 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 federal agency analysis and examination of reality in order to transform it. Ad ult learning is without interval process 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 medium 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 unrivalled who can retrieve teaching or locate resources nor the oneness who appears in group dynamics. The inner-directed, self-o perating learner (R. Kidd) is the one who reflects critically on his own assumptions and is keen to find alternative and better solutions. The learning process contributes generally to the success of learning. But learning is more than just the learning process. A participative learning process which fails to attend the learners inacquiring knowledge and competence is a failure.A participative learning process may take more time because it means active involvement of bothbody, discussing all the pros and cons, in spite of 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 responsibility 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 be come 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. booming learning especially in workshop settings means to keep the balance between the learning process and the learning outcome so that the results justify 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 students are the architects of their own learning surrounding, have the ability to manage their study time and scroll. Students can often customize their learning projects to fit their in-person interests and there is great chance for personal growth and individual academic success.This overtops b oth 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 image and in the process develop their own positions and beliefs about the subject matter. Some computer and Inf ormation literacy is unavoidable for a distance 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 devil 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 energetic and disciplined managers of their own time. Students must be able to organize and plan their own outdo 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 reach time each week to course work and it is vital that the distance learner understand that the uniform amount of time is involved in distance ed ucation 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 scripted format, whether it is email, written assignments or discussion forums, the written word is vital in distance education.The ability to publish clearly 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 persona l commitment to academic success. Online learning, same many things in life, reaps rewards equal to the energy put into the changes. The independent nature of distance education to avow upon the presence of motivation, and discipline but commitment and follow-through are also vital.