Use a triadic guiding-question checklist to design and reflect on adult learning activities across preparation, performance and reflection¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends that teachers, trainers and adult educators use the guiding questions derived from the three concepts to design, develop and reflect on learning activities more effectively and in a more demand-oriented manner. The strategy operationalizes the integrated model by prompting attention to learner choice and needs, planning-monitoring-evaluation of learning processes, and reflection at every stage. It is offered as a pragmatic tool rather than a tested procedure.

Design Implications¶

Context¶

Requirements¶

• Educators must work through questions covering all three concepts and all levels of the learning process: preparation, performance and reflection

Constraints¶

• The article presents this as a hypothesis and a basis for further research; no empirical evaluation of the strategy is reported

Target Learners¶

• adult learners in lifelong learning contexts

Target Learning Goals¶

• effective design of adult learning programs
• active engagement of adults in their own teaching, learning and knowledge building

Affordances¶

• Triadic Model Adult Learning Factors

Related Strategies¶

• Engage trainees in focused observation tasks, collaborative learning tasks, and peer communities of practice to develop reflective practitioners
• Prepare-participate-reflect sequence with a mediation log for AI use in education abroad

Examples¶

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Key Sources¶

• Frank Kellenberg, Joel Schmidt, Christian Werner. (2017). The Adult Learner: Self-Determined, Self-Regulated, and Reflective. Signum Temporis 9(1). https://doi.org/10.1515/sigtem-2017-0001