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Transformative Learning: Extension’s Niche and Goal

Transformative Learning: Extension’s Niche and Goal. Nancy Franz Associate Dean for Extension and Outreach for Families and 4-H Youth Director ISUE to Families. Introduction. Thank you for your interest in TL Nancy’s TL journey 30 years with Extension

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Transformative Learning: Extension’s Niche and Goal

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  1. Transformative Learning: Extension’s Niche and Goal Nancy Franz Associate Dean for Extension and Outreach for Families and 4-H Youth Director ISUE to Families

  2. Introduction • Thank you for your interest in TL • Nancy’s TL journey • 30 years with Extension • Agent, volunteer, department head, graduate student, specialist, program coordinator, administrator • Environmental education, youth development, adult education • Silent sports, reading, gardening, dark chocolate • I’m here to help us revitalize our spirit, tell the public story of our work, build on our great reputation as an educational force in Iowa

  3. Your turn • Your name • Why you are here today • What you want to hear or learn about

  4. Overview • Approaches to Extension education • What is TL? • Why does TL matter? • What do we know about TL and Extension? • The role of the Extension educator in facilitating TL • Discussion

  5. Approaches to Extension’s Educational Mission CONTENT LOW HIGH FACILITATION TRANSFORMATIVE EDUCATION P R O C E S S HIGH SERVICE CONTENT TRANSMISSION LOW D. M. Ewert, 2001

  6. What is Transformative learning? • A prominent adult education theory • Three types of learning • Instrumental • Communicative • Transformative

  7. What is TL? • Individuals, groups, and organizations have a new perspective and action that greatly differs from past views and behaviors • Deep • Persuasive • Sustained change • Show what we are as people

  8. Mezirow’s 10 TL steps • Experience a disorienting dilemma • Undergo self-examination • Conduct a critical assessment of internalized role assumptions and feel a sense of alienation from traditional social expectations • Relate personal discontent to similar experiences of others or to public issues – recognize that your problem/situation is shared and not just private • Explore options for new ways of acting

  9. Mezirows 10 steps (cont.) • Build competence and self-confidence in new roles • Plan a course of action • Acquire knowledge and skills for implementing plans • Make provisions to try new roles and assess feedback • Reintegrate into society on the basis of conditions dictated by the new perspective

  10. Why does Transformative learning matter? • Our mission is to make a difference (a deep difference) • To enhance support (TL=loyalty) • To fill our niche in our public good portfolio • Makes us feel our work is meaningful • Professional development-we transform as our clients transform

  11. What do we know about tl and Extension? • Cornell staff study – internal partnerships nurture transformative learning • Virginia camp staff study – our educational environment creates transformation • Our own professional development is critical • The “other” as mentor and supporter • Provides disorientation for change • Requires us to move from expert model to architect of learning environment focused on deeper public value

  12. Role of Extension educator in facilitating tl • Architect of learning environment • Co-learner and co-teacher • Learner centered, mutual respect • Honor and build on the experience of the learner • Flexible learning environment • Find and follow teachable moments • Sequential and deep learning designs • Aware of social networks and nodes

  13. Discussion-making tl happen At your table Share a personal story about Extension transformative learning you’ve witnessed and the educator’s role in it

  14. Discussion-making tl happen What do we need to do to improve TL conditions and outcomes in ISUE?

  15. Future conversations Nancy Franz nfranz@iastate.edu

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