Presentation by Dr. Richard Sealana (University of San Francisco) at the California Council for Adult Education (CCAE) on May 2, 2015. Dr. Sealana discusses how traditional barriers to learning combined with contemporary factors create what he calls the "Convenience Factor."

1. The Convenience Factor in
Continuing Education and Adult
Learning
Presented At
California Council for Adult Education
April 30 – May 2, 2015
Richard K. Sealana, Ed.D.
University of San Francisco

2. The Convenience Factor in Continuing Education
and Adult Learning
Facilitator Comments:
•Welcome
• Seating
•Participant’s responsibilities
• Handouts
Preparing
Learners

3. Participant Poll #1

4. The Convenience Factor in
Continuing Education and Adult
Learning
Richard K. Sealana, Ed.D.
University of San Francisco

5. Goals in Today’s Presentation
• GOALS:
1. Introduce the “Convenience Factor”
2. Explain & Model Andragogical Delivery Method (ADM)

6. Objectives in Today’s Presentation
By the end of the presentation, participants will:
1. Understand the importance of Andragogical Delivery Method (ADM)
2. Be aware of the barriers to learning
3. Know the Convenience Factor
4. Be provided a 5-step method for overcoming
the Convenience Factor

7. Abbreviations Used:
•PDM – Pedagogical Delivery Method

8. Abbreviations Used:
•ADM – Andragogical Delivery Method

9. Abstract:
Research has shown that adult learners need and desire a different
approach to training and continuing education.

10. Abstract (continued):
However, most occupational and educational organizations continue to
rely on traditional delivery (PDM) methods.

11. Abstract (continued):
This occurs due to the “Convenience Factor” which minimizes efficacy in
continuing education and adult learning.

12. Abstract (continued):
Through rigorous application of the Andragogical Delivery Method (ADM),
trainers and educators can overcome the effects of the convenience factor.

13. 2010 Study:
“Examining the efficacy of adult learning
of government-mandated content using
andragogical delivery methods (ADM)
versus traditional pedagogical delivery
(PDM) methods”

14. 2010 Study - Mandatory continuing education
programs (MCE)
• To protect society
• To keep abreast of advances in knowledge and technology
• Respond to public demands for accountability and consumer protection

15. Author’s Experience:

16. Observation: MCE achieves attendance but no emphasis on real learning
VIDEO REMOVED --- Insight Media. Adult Learning Principals. Retrieved from https://www.youtube.com/watch?v=j8ghBf0pKPc

17. Conclusions/Outcomes from 2010 Study (summarized):
• Quantitative:
ADM enhances learning of mandatory content
• Qualitative:
Three Themes Emerged:
1. Motivation
2. Familiarity
3. Rigor
Recommendations for Practice:
 Five-Step Process to ADM

18. Pedagogy vs. Andragogy:
• Underlying philosophy that facilitation and facilitators are not MOST IMPORTANT
• RIGOROUS Roles and Responsibilities of the Facilitators AND Participants
(Cardet, n.d.)

19. Pedagogical Delivery Method (PDM):
• Traditional Lecture approach to teaching and training

20. One-to-Many
Approach

21. Traditional Approach is Institutionalized

22. Andragogical Delivery Method (ADM):
Knowles et al. (2005), Sealana (2014):
1. Preparing learners
2. Modifying the physical and psychological climate
3. Involving learners in planning for their learning
4. Involving learners in diagnosing their own needs for learning
5. Involving learners in formulating their own learning
6. Involving learners in designing learning plans
7. Helping learners carry out their learning plans
8. Involving learners in evaluating their own learning outcomes

23. Participant Poll #2

24. Technology Changes, the Approach Often Stays the Same

25. So… Why Don’t We Use ADM More?

26. Convenience – What is it?
• The state of being able to proceed with something with little effort or difficulty

27. How Does Convenience Relate to Learning?
• Convenience is a situational criterion in people’s choices about {1}:
Learning opportunities
Learning sources
Satisfaction with sources
Ease of use and access.
• Rational Choice Theory – Individuals look for greatest benefit & satisfaction {2}
• Gratification Theory – Easy access and meet immediate needs {3}
{1} (Sealana, 2014); {2} (Swanson, 1987); {3} (Dervin & Nilan 1986)

28. VIDEO REMOVED --- The convenience of on-line learning

29. The “Convenience Factor:”
Traditional BARRIERS to LEARNING + CONTEMPORARY FACTORS = Convenience Factor
• Traditional Barriers (Cross, 1981):
• Situational
• Institutional
• Dispositional
• Contemporary Factors (Sealana, 2015):
• Technological
• On-line pedagogy
• Learning Institutionalism

30. The CONVENIENCE FACTOR
• Applies to both the facilitator (presenter, instructor, teacher) as well as the
participant (student, trainee)
Facilitators
Participants

31. Traditional Barriers to Learning:
• Situational Barriers:
One’s situation or environment
at a given point
• Family and work
• Poverty
• Adult identity
• Cultural issues
• Learning tracks
(Cross, 1981)

32. Traditional Barriers to Learning (continued):
• Institutional Barriers:
Practices and procedures that
exclude or discourage adults
from learning activities:
• Politics
• Culture
• Religious beliefs
(Cross, 1981)

33. Traditional Barriers to Learning (continued):
• Dispositional:
Dispositional barriers are those related
to the attitudes and self-perceptions
about oneself as a learner.
• Motivation
• Cognitive load
• Confidence
• Prior learning
(Cross, 1981)

34. Contemporary Factors:
• Technological Factors:
Our ability to access, adapt, and
embrace learning technologies
• Rapid evolution
• Competence
• Cognitive overload
(Sealana, 2015)

35. (CRLT, University of Michigan, 2014)

36. More About Cognitive Load:
• Differentiates load into three categories:
1. Intrinsic --- (inherent level of difficulty)
2. Extraneous --- (how we present)
3. Germane --- (how we store)
• Application for Adult Learning:
1. Minimize load through instructional design
2. Maximize scaffolding
• As related to the Convenience Factor:
1. Technological growth
2. Information overload
(Sweller, 1988)
(Evaristo, Et. al., 1995)

38. Contemporary Factors (continued):
• On-Line Pedagogy:
The proliferation and
marketing of learning systems
• Enormous choice (especially on-line)
• Adaptation to learner needs
(Sealana, 2015)

39. (Design for Learning, n.d.)

40. Contemporary Factors:
• Learning Institutionalism:
The metamorphosis of the
training and education systems
• Change and chaos in traditional
learning institutions
• Tension between education
and Organizational Development
(Sealana, 2015)
(Kerchner, et. Al., 2008)

41. Questions?
Question Starters:
• Do you recognize the Convenience Factor in your Pedagogy?
• How is this relevant to you and your work?
Your Questions

42. Now that we know what the Convenience
Factor is, how do we avoid it?

44. • For
Facilitators
•For
Participants
PDM is the natural default!

45. Recognize --- ADM is Rigorous!
•ADM Demands:
Thoughtful planning
A knowledge of participants and their needs
Flexibility
Endurance

46. Importance of Rigor in Adult Education:
Key Components:
• Critical thinking
• Reasoning skills
• Problem solving skills
• Enhancing creatively
• Increasing flexibility
• Environments that are:
Stimulating
Engaging
Supportive
Hidden curriculum (2014, August 26)

47. Moving from PDM to ADM: a 5-Step Process
1. Inform Learners of the Mission, Vision, Goals, and
Objectives
2. Plan and Modify the Physical and Psychological Climate
3. Obtain Participation of Learners
4. Involve Learners in Their Own Learning
5. Facilitate Goals & Objectives Setting for Participants

48. Summary of ADM techniques modeled:
#1 - Inform learners of the mission, vision, goals, objectives, and
methodologies:
• Written on the agenda or on the participant’s handouts
• Orally presented early in the program – facilitator & presenter
• Reiterated in the body of the presentation or program
Check-in with participants – do they understand the M,V,G,O and methodologies
Have participants help you understand how they learn best
More…

49. Summary of ADM techniques modeled:
#2 - Plan and modify the physical and psychological climate of the venue
• Welcome participants
• Instructions given to participants as they enter
• Agenda provided
• Provide participants artifacts from the learning
• Encourage participants to be mindful of seating
 Accommodate unique needs of learners (sight, hearing, learning style)
 Room arrangement
 Audio-Visual enhancements
 More…

50. Summary of ADM techniques modeled:
#3 - Obtain the participation of learners through preactivity surveys and by
facilitating a content-relevant discussion to determine their interests and
importance of mandatory topics.
• Pre-learning correspondence and communications
• Meeting facilitator makes strategic announcements and introduces speaker
• Live audience inquiry (polls)
• Interactive discussion (depth is dependent on time & venue)
 Adjust agenda to accommodate participant learning needs and interests
 Dialogue on WHY certain content may not be of interest (venue dependent)
 More…

51. Summary of ADM techniques modeled (continued):
#4 - Involve learners in their own pedagogy
• Discover and iterate the relevance of the topic to participants
• At POINTS in the presentation, query the participants
• Take Process Breaks
Assessments for learning styles and modalities
Engage participants in metacognitive inquiry

52. Summary of ADM techniques modeled
(continued):
• #5 - Facilitate goals and objectives-setting, emphasizing meeting personal and
professional needs
• Identify learning style, content, and other preferences
• Solicit comments on presentation style and content
• (Workshop takeaway) On a paper form (that participants take with them),
have them write their CE goals, objectives, and how this session can/will meet
their personal or professional goals.

53. Video Excerpts:
• Video clip excerpts:
• Adult Learning Principals. Insight Media
https://www.youtube.com/watch?v=nHI7-AhpDKs
• CAEL Learning Stories: Dawn Sparr, Associate Dean, the School of Continuing
and Professional Studies
https://www.youtube.com/watch?v=Aw3ErkBoAOE
• Never Stop Learning
EducationalDynamicsTV
https://www.youtube.com/watch?v=NDfew0YcDTo,

54. Web Site References:
• Types of Adult Learners: https://admissions.boisestate.edu/adult/
• Cardet: http://www.slideshare.net/Cardet1/powerpoint-presentation-1-
overview-of-learning-theories
• Design for Learning: https://nkilkenny.wordpress.com/2010/11/17/brrrr-
ainstorming-online-learning-activities/
• Teaching with Technology:
http://www.crlt.umich.edu/sites/default/files/resource_files/Getting%20St
arted%20with%20Technology%20CRLT_0.pdf
• CLWB: http://clwb.org/2011/04/01/skills-knowledge-and-competencies-
what-why-and-how/

55. References:
• Dervin, B., & Nilan, M. (1986). Information needs and uses. Annual Review of Information Science and
Technology, 21, 3–33.
• Evaristo, R., Adams, C., & Curley, S. (1995). Information load revisited: A theoretical model. ICIS 1995 Proceedings, 18.
• Fisher, S.L., Ford, J.K. (1998). Differential effects of learner effort and goal orientation on two learner outcomes.
Personnel Psychology, 51, 397-419
• Hidden curriculum (2014, August 26). In S. Abbott (Ed.), The glossary of education reform. Retrieved from
http://edglossary.org/hidden-curriculum
• Kerchner, C. T., Menefee-Libey, D. J., Mulfinger, L. S., & Clayton, S. E. (2008). Learning from LA: Institutional Change
in American Public Education. Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138.
• Noe, R.A. (1986). Trainee attributes and attitudes: Neglected influences on training effectiveness. Academy of
Management Review, 11, 736-749
• Richardson, V. (1998). How teachers change. Focus on Basics, 2(C),7-11
• Sealana, R. K. (2014). Examining the Efficacy of Adult Learning of Government-Mandated Content Using
Andragogical Delivery Methods versus Traditional Pedagogical Delivery Methods.
• Sealana, R.K. (2015). The convenience factor in adult learning. (Unpublished manuscript)
• Schwartz, B. (2004). The paradox of choice: Why more is less. New York: Ecco.
• Swanson, D. (1987). Gratification seeking, media exposure and audience interpretations: Some direction for
research. Journal of Broadcast and Electronic Media, 31, 237–255. doi:10.1080/08838158709386662
• Sweller, J (June 1988). "Cognitive load during problem solving: Effects on learning". Cognitive
Science 12 (2): 257–285.

56. Never Stop Learning!
VIDEO REMOVED --- SEE https://www.youtube.com/watch?v=NDfew0YcDTo, EducationalDynamicsTV

57. Thank You!
Available for presentations & training
Richard K. Sealana, Ed.D.
(510) 207-9264
Rsealana@gmail.com
Rsealana@dons.usfca.edu