The Future of Education

Many individual's school experiences result in their experiencing learning insecurities that later in life prevent them from taking advantage of workforce and other educational training opportunities. This paper documents the inception, refinement and application of a theory of restorative learning that re-establishes an individual's self-efficacy and motivation to strive to learn. The Interactive Learning Model (1994), a metacognitive based theory of restorative learning, addresses how individuals process the world and self-regulate to become successful learners. Its first 16 years of testing (1994-2010) found the theory viable and its process-driven implementation (the “Let Me Learn Process®”) equally effective in helping adults understand themselves as learners and leverage their new awareness to achieve sustainable career goals. From 1994 to the present the research on this form of restorative learning has operated as a continuous chain of studies spanning the EU, US, Australia, and India documenting its use with over 100,000 previously under-served adults. This paper presents the effects of using a web-based app to bring the Let Me Learn model of restorative learning to adult learners. Participants in this session will experience how this model of restorative learning contributes to transformational change in adult learners and increases their ability to adapt to new cultural, social, training, and workplace learning environments.

Keywords: personalized learning, metacognition, transformational change, adult.

References:

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