We teach people to respond to short-term, fact-specific, single tasks then lament that they cannot address a new learning situation in an imaginative yet practical manner. Paying lip-service to mounting research on the complex nature of informal learning, we preach the need for enabling learning-to-learn, yet continue to model the same old teach-and-test methodologies. Drawing upon apparently opposing constructivist theories, plus his 30 years spent in business and education, the presenter has attempted to capture the entrepreneurial nature of learning into a short presentation of his award-winning research. The paper summarizes the presenter’s observations and experiences to (1) make connections with tried-and-true theories on social interaction and learning styles, such as Meyers-Briggs and Kolb’s Learning Styles; (2) explain the problems associated with contemporary content delivery and learning-to-learn instruction; and, (3) provide recommendations for strategies to encourage and enable adult learning across a lifetime. This presentation is aimed at all who are teachers or trainers, at any level, involved in either face-to-face or distance learning instruction.
|Keywords:||Learning-to-Learn, Self-Directed Learning, Learning-Centered, Learning Theory, Adult Learning|
Director for Instructional Technology and Media Services, Center of Emphasis for Instructional Technology, Cleveland State Community College, Cleveland, Tennessee, USA
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