Adult Educators

Studying adult learning resulted in interesting spillovers from the topics I knew we'd be covering. Many of the 'differences' that adults demand from educational systems to enable their learning also potentially benefit all learners. Studying adult learning therefore, calls for studying learning broadly, and challenges us to focus more on learning then on the practice of instruction. Adult learning also reminds us that although we are educators, people are very able to learn on their own and many thrive outside traditional formal learning environments.

Adult learning also provides a lens through which to view the educator as a professional that learns through and for practice. Perhaps experience is our greatest teacher and our motivation is highest when it derives from our own intrinsic needs. Educators are also interesting as a study in learning since the act of teaching is itself a powerful way to explore knowledge and learn. As an educational professional (and adult), I see myself engaged in many forms of learning.
For instance:

• informally through my self-directed selection of reading material
• formally through my MSU coursework
• experientially through my many projects at work
• developmentally as a parent
• socially by engaging with other learners and professionals

Since my focus has been understanding the distinctions of adult learning and focusing on my role as an advisor to educators, I've included my work on a case study (linked below) that highlights these elements.