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Self-directed Learner seeks Just-in-Time Learning to manage his immediate requirements is interested in a specific topic and not the complete subject. approaches learning with his experience and prior knowledge not necessarily in the same faculty. When he tries to learn something he only builds upon his existing knowledge. qZZqZ1qZZ2Effective Adult Learning$ Conclusion   Need to focus on the framework within which an ADULT LEARNER learns, his motivations, the forces acting upon him and his attitude towards such an effort. Unless THE LEARNER reciprocates and retains, even the best of technology and content is meaningless.Z(q2/ e S Adult Learning Styles   _ Concrete Experience Reflective Observation Abstract Conceptualization Active Experimentation V^! ^!! E-Learner Competencies  E-Learner Competencies 5Self-Directive Competencies Self-advocacy: learners decide whether the information being conveyed is something that they need to learn. Self-reliance: learners manage their own time and learning resources. Meta-Cognitive Competencies Awareness: A learner needs to recognize own individual learning style and preferences. Assessment: A learner must perform honest and accurate self assessment. Collaboration Competencies Using Para-linguistics Anticipating a speakers next idea. Writing in a chat room, threaded discussions, or email Soliciting feedback from peers.,qZqZqZqZqZqZ^8 M =      Adult Learning Styles*   Style Specific Approaches   @ Engage-The-Learner : Strategies!! Deliver content that leads to effective engagement of Learner Progressive Disclosure Role Play Simulations Case Studies Game Simulations Wide variety of proprietary tools available for creation of such web-based simulated scenariosZ>qK_q>K_ Progressive Disclosure Objective: To teach CASH BASIS SYSTEM of ACCOUNTING Cash Receipts Journal Cash Disbursements Journal General Journal Scenario: WHICH JOURNAL DO I USE TO RECORD A TRANSACTION?b4(qAq:q4A: Progressive Disclosure Role Play Simulations Are based on the principle that People learn as much, or more, from their mistakes as from the things they do correctly. Present the Learner with realistic interactive scenarios. Each scenario has multiple possible outcomes, based on the Learner s responses to the simulation's interactions. Each Simulation is of 20-to-40 minutes duration, Simulations allow user-driven exploration as the Learner freely explores the impact of handling realistic work situations in different ways. &xqZScenario    Role Play Simulations The scenario will have multiple criterion for arriving at the decision. Each criterion will relate to a specific Capital budgeting technique. For instance, yield on investment criterion will relate to Internal Rate of Return technique. The Learner will proceed with the simulation on the basis of his selection and response to the simulation's interactions. As the scenario involves two projects, the role play will be a guided simulation as far as the calculation is concerned. 6xqZpZRole Play Simulations The Learner will practice the calculation for the second project. The Learner can look at the alternative techniques at any stage of the role play. The role play will help the Learner interpret the calculated figures and decide whether the technique was right for the scenario. The Learner can similarly look through the other techniques and arrive at the right choice. The Learner can then compare the usage of different techniques and understand the correct technique for such a situation. The Learner will learn from his mistakes.&xqZ Case Studies   Describe a complex situation, often in form of a story, and then ask the Learner to explore its characteristics and possible resolutions. Complexity is the primary difference between case studies and exam Examples that can be easily presented and practiced through other types of strategies, such as role plays. Are used to achieve learning at the application and analysis levels, and to present examples of content within appropriate business contexts. JxqZpZ Business Games.   dUse games like Monopoly Income/Outcome Financial Game Doom The Learner plays against the computer. t`q,`(`q`,)Teach Accounting Using Monopoly   Explain the Accounting equation through various examples. Let the Learner practice by "playing the game" against the computer. Instruct the Learner to record his "business transactions" in place of money using the accounting equation. The Learner records his/her transactions in a tabular form with columns corresponding to various assets & liabilities. Instruct the Learner to keep the accounting equation in balance and to indicate the occurrence of various types of revenues and expenses.$hq Also instruct the Learner to maintain a listing (subsidiary ledger) of their Asset Inventory. When the Learner plays the game again this will become his beginning balance. In the practice session each Learner s task is to prepare from the transaction sheet completed by playing the game: an Income Statement - the statement of owner's equity, and an ending Balance Sheet. L!xqZWpqZ!W/Teaching Profit Analysis Using Income / Outcome00 Both the Learner and the computer would represent start-up companies. There are chips in different colors, representing cash, assets, equity, loans, depreciation. The Learner will determine your role within your company and work out your strategies e;g Raise a market bid. The Learner will have to be mindful of his cash flow and profit objectives while analyzing the impact of a strategy. The course of the game is determined by the actions taken by the two teams. @xqZMpqZ/Teaching Profit Analysis Using Income / Outcome00 yThe teams compete against each other for a place in the market. The market shows no mercy and the market conditions change. The spontaneity of the game keeps the Learner on its toes and re-strategize. With each round an improvement can be purchased. In each game round the Learner experiences the financial consequences of his decisions. The Learner learn from their mistakes.&zxqZzL  Engage-The-Learner The Grand Finale*'$$$Achieve the  A-ha Effect Where the Learner says   A-ha& ha, NOW I GOT IT   ` ` ̙33` 333MMM` ff3333f` f` f` 3>?" dd@,|?" dd@   " @ ` n?" dd@   @@``PR    @ ` ` p>> (    6xo P  T Click to edit Master title style! !  0r   RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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