17 Mar Please post your responses to the following questions: What were the three most significant areas of learning for you in this c

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Week 7

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· PRINT

· Mindfulness in Adult Learning

As you review the carefully prepared document Sara handed you this morning, you find yourself impressed with the ways she integrated contemporary learning theories, adult development theories, and neuroplasticity. She expects resistance to her recommended changes in the professional development program, so she asked you to help her develop an elevator speech that she can use to bolster support for her recommendations. What would you consider the most important points for her to make?

Week 7 is the third of a three-week series dealing with human development, adult learning, and the human brain. This week focuses on ways to optimize learning for adults.

· Assignment Overview

In this week's assignment, you will demonstrate meta-understanding of learning theories with regard to adult biopsychosocial development and growth in designing a learning experience for adults.

· What You Need to Know

Building on what you learned in previous weeks, you can see that developing a learning activity requires greater attention to the interrelatedness of each traditional component. A writing assignment for an adult should not look the same as a writing assignment for a non-adult learner. The elements on which instructions focus will differ. The related grading rubric will differ, as will the feedback provided from that rubric.

Mindfulness

In these chapters, you see use of previously learned material to the application of mindfulness in learning and how to apply mindfulness to change. Cases are examined for real-world relevance.

· Bresciani Ludvik, M. J. (Ed.). (2016).  The neuroscience of learning and development: Enhancing creativity, compassion, critical thinking, and peace in higher education . Stylus Publishing.

1. Chapter 11, “Mindfulness at Work in Higher Education Leadership: From Theory to Practice Within the Classroom and Across the University,” pages 266–288.

1. Chapter 12, “A Mindful Approach to Navigating Strategic Change,” pages 289–308.

1. Afterword, "Adoption, Adaptation, and Transformation,” pages 309–334.

Applying the Double-Loop Reflection Process

Learning Theories

I would use my knowledge of the double loop reflection process and aging cognition to design learning activities of my class that would facilitate maximum learning for every student. Double loop learning puts emphasis on what it takes for people and systems to make important changes. This learning theory focuses on keeping a behavioral system that operates within a field of constancy and learning that changes what the system seeks to keep constant or to achieve. The double loop reflection process focuses on learning from experience (Greenwood, 2018). The double loop reflection process allows individuals to consider new experiences and evidence, and incorporate them in their decisions about complex situations and issues.

Business and Marketing Course

A research indicated that older adults learn new information at a slower rate when compared to younger adults. This is attributed to a decline in fluid intelligence which is caused by their aging cognition. Therefore while designing the learning activities for the Business & Marketing course, I would have to consider reducing the amount of new information being taught and focusing on the already existing knowledge that the students might have (Bresciani, 2016). The new course would have to be delivered at a slower rate, as compared to when it is delivered to younger adults. This is because when rushing an older adult to learn and demonstrate a new skill may lead to frustration, and unwillingness to perform due to shame and fear of failure.

In the Business & Marketing course, I would use a template to demonstrate how to draft effective marketing plans. Since the students obviously have a background in business and marketing, the information presented would not be new to them (Greenwood, 2018). Since the aim of the course it to achieve some change in how to draft business and marketing plans, I would initially show them the common marketing plan, then I would compare it with the effective and most recent marketing plan. The aim of the course is to demonstrate to the students how the competing businesses continuously try new approaches to achieve increased sales and customer retention and how changing a business and marketing plan, would help their target companies achieve the same.

As previously mentioned adult education needs to be based on existing knowledge while young education does not need existing knowledge since most young people are flexible at learning new concepts. For the business and marketing course, the double loop reflection process would be used to make the adult learners reconsider what they have previously learned, allowing them to change their perceptions willingly (Bresciani, 2016). This process starts with a restatement of what the older adults know, and then an alternating information is presented to them, making them question what they previously believed in.

Conclusion

The double reflection learning process allows students to reconsider what they have previously learned to accommodate new and alternating information. The double reflection learning process allows learners to reconsider what they have learned, allowing them to learn new concepts. For the business and marketing course, learners may be presented with the conventional information which is then contrasted with new information. This allows learners to make a comparison between the two sets of information, and determine whether they would change their perception. The double reflection learning process is efficient for the elderly learners because their cognitive functioning has slowed down and it therefore becomes hard for them to learn new thing. Therefore, to ensure that this population learns new thing, it is important to compare the two concepts to determine whether to change their points of view. The double reflection learning process does allow learners to accept underlying policies and procedures but questions the entire structure of approaching difficult situations and concepts.

References

Bresciani, M. J. (Ed.). (2016). The neuroscience of learning and development: Enhancing creativity, compassion, critical thinking, and peace in higher education. Stylus Publishing.

Greenwood, J. (2018). The role of reflection in single and double loop learning. Journal of advanced nursing, 27(5), 1048-1053.